LB 

3095 



The Q ill: System 



of 



floral and Civic 
Training 

New Paitz, New York 



iti'^i 




LIBRARY OF CONGRESS, 



COPYRIGHT OFFICE. 



No registration of title of this book 
as a preliminary to copyright protec- 
tion has been found. 

Forwarded to Order Division ^^^-'-^^t_:^_^_^_^ 



(Date) 



(6, i, 1906—2,000. ) 




Class Lli 

Book. 1^ 



Gopyiight}}^. 



COPYRIGHT DEPOSrr 







2 W 






THE GILL SYSTEM 



Moral and Civic Training 



AS EXEMPLIFIED IN THE 



SCHOOL CITO AND SCHOOL STATE 

AT THE 

STATE NORMAL SCHOOL 

NEW PALTZ, NEW YORK 



A Symposium by the Faculty and Students of the School, the Author of the 
System and other Educators. 




THE P/TTRIOTIC LCT^GUC 
NEW PALTZ, N. Y. AND NEW YORK CITY 
1901 



TwoCoDies Received 

MAR 27 1906 

Copyright Entry 



CLASS XXc No, 

COPY B. 



<:X 



^ 






OUR COUNTRY" SERIES 

PUBLISHED BY 

THE PATRIOTIC LEAGUE 

New Paltz, N.Y., and 7 East 16th Street. New York. 

THE LITTLE CITIZEN, also called " THE YOUNG CITIZEN," by Charles F. 
Dole, Is in the form of questions and answers, for the same purpose as the 
" Citizen's Catechism," but written especially for young children. Its sim- 
plicity renders it no less attractive to children of larger growth. Cloth, 35c. 

THE CITIZEN'S CATECHISM, by Charles F. Dole, revised by many eminent 
social and political scientists, is designed to present in compact, simple 
form the principal ideas of citizenship. State and City School Superinten- 
dents in every part of the country have written commendations of this book, 
and the opinion has been expressed by several of them that ability to an- 
swer its questions intelligently should be a requisite to naturalization of lor- 
eigners. It has been adopted for use in the public schools of New York, 
Philadelphia, New Haven and other places. Paper. 10 cts.; cloth, 35 cts. 

TALKS ON CITIZENSHIP, by Charles F. Dole, follows the arrangement of 
topics in the ' Citizen's Catechism." The two books can be used to advan- 
tage together or separately. Cloth, 50 cts. 

THE AMERICAN PATRIOT, by Charles F. Dole, discusses in the most simple 
and charming way the principles and right practices of citizenship. CI., 50c. 

OUTLINE OF AMERICAN GOVERNMENT, for teachers and pupils of high 
schools and lower grades, prepared especially for schools that adopt the 
Gill School City government, by Delos F. Wilcox, Ph.D., and Wilson L.Gill, 
LL.B. Cloth, 50 cts. 

MUNICIPAL AFFAIRS, by John R. Commons, is most instructive and enter- 
taining about those features of the city concerning which it is the interest 
and duty of every man, woman and child to be familiar. Cloth, 50 cts. 

CITY PROBLEMS, by Delos F. Wilcox, Ph.D., for grammar and high schools. 
Five chapters on Fresh Air, Light and Room for Play. The City's Waste, Life, 
Property and Good Order. The City's Finances; The Citizen— His Rights 
and Duties. Cloth, 35 cts. 

COLONEL WARING, Sketches by Albert Shaw and others. Cloth. 35 cts. 

THE GILL SYSTEM OF MORAL AND CIVIC TRAINING, as exemplified in 
the three School Cities and State at the New York State Normal School. New 
Paltz. is a symposium by the principal, faculty and students, the author 
of the system and other educators. It contains the School City Charter, 
School State Constitution, ordinances of the city council, and many details to 
assist those who wish to T.dopt this system. Cloth, $1 .00. 

OUR COUNTRY, monthly magazine of the Patriotic League, published at 7 
East 16th St., New York, ten months each year, is $1.00 yearly, sample copy 
10 cts. The above described books are published serially, and others will 
follow on law, biography, history, and other matters pertaining to intelligent 
citizenship. Address mail to New Paltz, N. Y. 

THE PATRIOTIC LEAGUE is chartered to promote the cause of systematic 
instruction in citizenship. Membership is open to all. After a three years' 
course of instruction in citizenship, members may be examined and receive 
a certificate of graduation. Active members pay annual dues $1.50, in chap- 
ters of ten or more members. $1.00 each. Members of the Alpha Chapter pay 
$5.00 or more a year. Address mail to New Paltz, N. Y. 

" -eeP^YRTCTW, 1901, BY THE PATRIOTIC LEAGUE. 



INTRODUCTION, 

THE municipalities of the United States have been, for a 
great many years, practically governed by " bosses," 
self-chosen usurpers, many of whom are rapacious tyrants, 
who levy taxes and blackmail upon American citizens as 
irresistibly as has ever been done by caliph in the East or 
Spanish officer in the West. Our boasted American freedom 
is but a jest to these all-powerful " bosses," who allow us to 
go through the miserable forms of holding primaries and 
elections to tickle the fancy of their " subjects," and make it 
easier to keep them in subjection. 

All thoughtful, observing people can easily see where we 
have drifted, and whither we are continuing to drift, but who 
are doing the things necessary to siem the tide ? The 
educational institutions, our only hope, have played directly 
into the hands of the bosses, and will continue to do so 
unless a sufficiently strong dem.and is made upon them to 
stop training for subjection to bosses, and to begin to train 
for freedom and true citizenship. 

The object of this book is to help incite such a demand 
and to furnish information concerning the tried and suc- 
cessful plan for training in citizenship, and which ought to be 
used in all schools, from the kindergarten to the university. 

W. L. G. 



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pREracE. 

'pHIS most helpful and comprehensive addition to the 
■ literature on child citizenship that has yet appeared, 
is made possible by the clear sight and pioneer missionary 
spirit of Myron T. Scudder, Principal of the New York 
State Normal School, at New Paltz, aided by an enthusi- 
astic and devoted faculty and the entire body of students, 
who, under such strong leadership, have shown themselves 
to be filled with the loftiest spirit of American citizenship. 
It is probable that no statesman ever worked over the prob- 
lems of government more patriotically, thoughtfully, diligently 
and effectively for their purpose, with less of selfishness, 
than did Mr. William R. Ward, President of the School 
State Constitutional Convention, and Mr. Seman W. Hast- 
ings, Mayor of the Normal School City. So far as I have 
been able to learn, every officer has been faithful to his or 
her trust, and the spirit of the entire school has been lifted 
to a higher plane, since the young people have risen from 
their subjection to the monarchical school government to 
true citizenship in the American Republic. 

It seems desirable to take this opportunity to repeat 
the warning that this method of instruction and form of 
school government will not work automatically. It is sim- 
ply a method, for the use of the principal or teacher. It is 
used successfully with students, from the oldest in the schools 



viii PREFACE 



to the youngest, and of every kind that can be found. It 
has been fully demonstrated to be right If it fails, it is 
simply because the principal or teacher lets his enthusiasm 
and diligence drop, or he has failed to catch the true spirit. The 
condition of the government of the pupils by the pupils is 
apt to be a true gauge of the principal's ability and devotion 
as a leader of his young people. 

This other thing seems to me needs to be emphasized. 
You cannot have best citizenship without healthful, productive 
industry, good and sufficient recreation, and a wise direction 
of the use of the entire twenty-four hours in each day. Too 
much book-work, a common fault of our schools, may be 
as bad, or even worse, than too little, and the laws in many, 
if not in all the States of the Union, practically prohibit, 
instead of providing for and regulating that kind of produc- 
tive industry for school children, which is necessary for the 
best development of character. Proper and system.atic pro- 
visions have not yet been made for that joyous, well-directed 
play and productive industry which are necessary for the 
best development of a child's individuality, health and hap- 
piness. Every person who has influence in educational affairs 
and appreciates the truth of these remarks, ought to do what 
may be in his power to help solve these problems. 

Those who may receive help from this book will owe 
much of their gratitude to Mr. D. B. Wesson, that good 
friend of our cause who has made it possible to publish it. 

Havana, Cuba, WILSON L. QILL. 

January 1 , 19Q1 . 



PREFACE ix 



OUR COUNTRY SCRIES 
o r BOO KS 

'THIS is one of a series of small books designed by the 
Patriotic League to convey some ideas of practical 
patriotism and to cultivate the spirit of helpful kindness. Such 
books alone, if perfectly adapted to their purpose and put into 
the hands of young people, will, now and then, prove to be 
good seed fallen on good ground. It is well, however, for 
those who wish to be a blessing to the young people to 
recognize the fact that, as a rule, putting good books into the 
hands of boys and girls will not accomplish for them the 
thing that each one needs. On the other hand, they are glad 
to be led by older persons v/hom they respect, and they must 
have wise and constant leading and encouragement, if best re- 
sults are to be gained. If they have a good leader, such as every 
teacher should be, then these books will be invaluable to them. 
The Patriotic League does not hope to see American 
citizenship rise to the plane of perfection simply by means of 
teaching the words or the thoughts contained in the precepts 
of morality, but by daily and constant training of the children 
in the application of right principles to their actions at play 
and work, in the school and wherever they may be. Neces- 
sary to such training is a successful presentation of right 
principles, which is the aim of the Patriotic League authors. 
To aid in this training and practice the President of , the 
Patriotic League devised the " Gill School City," which has 
proved to be useful for its purpose. By this means the pupils 
become actual citizens of a republic, instead of subjects of the 
ordinary old style monarchical school government. The 
accepted responsibility of this citizenship, in the hands of a 
good leader is of great value. In connection with this are the 
" School State " and " School Republic." 



X PREFACE 

The series of "Our Country" Books of which this book 
is one, is issued under the authority of the following named 
men and women who are officers of 

THE PATRIOTIC LEAGUE 

Address aU mail to P. O. Station O, N. Y. 
GENERAL OFFICERS: 
WILSON L. GILL. JAMES T. WHITE, ALEXANDER M. HADDEN, 

President, Secretary, Treasurer. 

COUNCIL: 
ABRAM S. HEWITT. Ex-Mayor of N.Y. O. O. HOWARD, Maj, Gen. U.S.A. 
EDWARD EVERETT HALE JAMES A. BEAVER, Ex-Gov. of Pa. 

HONORARY and ADVISORY BOARD: 
Wm. McKinley, President of the U. S. T.M.Balliet, Supt. Schls, Springfield 
Grover Cleveland, Ex-President Josiah Strong, Pres. Social Serv. Lgue 

George Dewey, Admiral U. S. Navy Wm. H. P.Faunce, Pres. Brown Univ'y 

Leonard Wood, Major Gen. U. S. A. Isidor Straus, Pres. Ed. Alliance 

Theodore Roosevelt, Vice-Pres.U.S. Francis E. Clark, Father of Chr. End. 
Simon Gratz, Ex-Pres Phila.BdPubEd W. S. Rainsford, D. D. 
C.R.Woodruff, Sec. Natl.Munic. Lgue Thomas McMillan, Paulist Father 
P. V. N. Myers, Dean Univ. of Cin'ti Gen. T. J. Morgan, Ex-Indian Com. 

E. O. Randall, Ohio Supreme Ct. Rep. Wm. A. Giles, Civic Feder'n. Chicago 
Mrs. Mary a. Livermore Merrill E. Gates, Ex-Pres. Amherst 

Waltbr L. Hervy, City Examiner New York Schools College 

Herbert Welsh, Pres. Natl. Indian Rights Assn. Mrs Mary Lowe Dickinson 
Alice M. Birney, Pres. Natl. Congress of Mothers John Lewis Clark 
La Salle A, Maynard. John W. Hegeman, Ruford Franklin, Jacob A. Riis 
R. Fulton Cutting, Pres. Association for Improving the Condition of the Poor 
John H. C. Nevius. Vice-Pres. Alpha Chapter Col. Henry HerschellAdams 
Arthur GoADBY, Sec. and Treas. " " Robert S. MacArthur, D. D. 

Wm. Jay Schiefflein, Ex-City Civil Serv. Com. Mrs. Esther Herrman, 
Gen. John Eaton, Ex-U.S. Com. of Ed'n, late Director of Public Instr'n Porto Rico 

LIFE MEMBERS: 
William E. Dodgh, George D. Mackay, William Ives Washburn, Bernard 
Cronson, Mrs. John L. Gill, Daniel B. Wesson, John A. Cass, Henry B. 
Metcalf, John J. McCook, Mrs. Samuel R. Percy, Mrs. Louis L. Todd. 

LEAGUE INSTRUCTORS: 

Charles F. Dole, Thomas R. Slicer, 

James Albert Woodburn, Indiana University 

John R. Commons and James H. Hamilton, Syracuse University 

Henry M. Leipziger, Supervisor, Free Public Lectures, N Y. Public Schools 

M. L. De Luce, University of Cincinnati, KatE B. Sherwood, 

Albert Shaw. Editor '" Review of Reviews," 

Wm. C. Robinson, Yale College and Catholic University of America 

George W. Kirch WEY, Francis M. Burdick and Frank J. Goodnow, Columbia 

University, Delos F. Wilcox, Milo R. Malteie, Ed. " Municipal Affairs." 

IN flEMORIAn : John Jay. Elliot F. Shepard, Geo. E. Waring, Jr., 

Joseph Lamb, Samuel Francis Smith, Dorman B. Eaton, William L. Strong, 

Benjamin Harrison. 



CONTENTS 
Moral and Civic Training at New Paltz 



Part I — The Philosophy of it 

PAGE 

Shall Students have a voice in the management of the school ? 

Miss J. E. Graham and Myron T. Scudder, ^ 
School government an instrument for social and political improve- 
ment Wilson L. Gill. 12 

Bad school government the root of vast social and political evils. 12 

Good school government the remedy ^3 

Beginning and development of the School City movement. 

Wilson L. Gill 17 

Referendum, Initiative, Proportional Representation. 

John R. Commons 28 



Part II — Organizing the School City 

How to organize the School City 37 

How to conduct a primary meeting James F. Dodd 39 

How little ones may vote ^^ 

Organization of our three School Cities Seman W. Hastings 42 

The City Council Edith I. Grimley 45 

The Courts ., Patrick King 47 

Primary and intermediate school courts 50 

Court procedure ^^ 



xii TABLE OF CONTENTS 

PAGE 

Court cries 54 

Policemen and their duties 55 

Election day Loretta Smith 57 

Part III — The Organization 

Charter of the Normal School City 61 

Chapter I. Object, name, territory, wards, powers of the city, 

duties of the city, citizens and their rights and duties 61 

Chapter II, Officers and terms, nominations and elections 64 

Chapter III, Legislative Department, powers, members, represen- 
tation in council, power of council 65 

Chapter IV, Executive Department, Mayor, duties of Mayor 66 

Chapter V, Administrative Departments, names of departments, 

duties of heads of departments 69 

Chapter VI, Judiciary Department, Courts, duties of city judges, 

jurisdiction, power to summon, etc 69 

Chapter VII, Duties of Sheriff and Attorney 70 

Chapter VIII, Amendment and ratification 70 

Amendment to Charter, referendum 71 

Initiative 71 

Proportional representation 72 

Mayor's message— Normal School City Seman W. Hastings 74 

Ordinances — Normal School City 76 

Mayor's message — Intermediate School City Ethel Castle 85 

Ordinances — Intermediate School City 86 

School City in the Primary Department Principal Ella A. Fallon 89 

Large claims on the future 89 

Intellectual, moral and social results 90 

Ingenuity of the judges, disappointments and their antidote 91 

Mayor's message — Primary School City Hilda Rust 93 

Ordinances — Primary School City 95 

Officers of the three School Cities 97 



TABLE OF CONTENTS xiii 



Part IV — The School State 

PAGE 

The first School State 102 

Constitution of the New Paltz Nornnal School State 103 

Preamble 103 

Article I, Name, territory, citizens, rights, duties 103 

Article II, Voting 104 

Article III, Legislative Department 104 

Article IV, Executive Department 106 

Article V, Other State officers 107 

Article VI, The Courts 108 

Article Vll, Sheriffs and deputies 109 

Article VIII, Miscellaneous provisions 109 

Article IX, Ratification and Amendment 109 

Governor's message Ernest F. Eichenberg 110 

Amendment to Constitution — The Referendum 112 

Initiative 112 

Proportional representation 112 

State officers 114 

Part V — Results and Observations 

Functions of a School City Myron T. Scudder 1 15 

Observations here and there Messrs, Gill and Scudder 117 

Real, not miimic government — Trains for civil service 1 17 

Training reformers : a petition 118 

Should a child be entirely free from responsibility ? 1 19 

School City needs supervision. Especially in judiciary 119 

Penahies and sentences 120 

School Village, an alternating plan 121 

Elsewhere than in a normal school 122 

Success in many places 122 

Time and effort well spent , 123 

In the primary school 123 

School State 123 



xiv TABLE OP CONTENTS 

PAGE 

Several questions answered Messrs, Scudder and Gill 124 

Must a child be of a certain age before he may vote ? 124 

Do the children shov/ interest at first which afterwards passes 

away? 124 

Is voting compulsory? 125 

Does the police department make arrests that might be called 

foolish? 125 

Is the School City plan too complicated and cumbersome and 

liable to break of its own weight? 125 

The School City and Junior RepubHc 126 

Other experiments in student government 127 

Fundamental principles which are violated by the schools. 

President Eliot of Harvard 128 

Misapprehensions Wm. R. Ward 129 

Opportunities of the School City Alfred Harcourt 132 

Advantages of the School City Anne V. A. Cline 134 

Public Opinion as developed by the School City. ...Anna T. Hulett 136 

Responsibility an educational force Mabelle H. Lee 139 

What is an anarchist? Mabel Gray 141 

Part VI — Quoted Comments and Notes 

Dr. Rainsford, General Eaton, General Wood. Col. Waring 143 

Business methods, Happy results Principal R. J. O'Hanlon 144 

What teaching is, Parties Principal Homer C. Bristol 147 

School City a character developer Principal C. N. Drum 148 

^ Financial consideration 150 




THE PRINCIPLES OF AMERICAN CITIZENSHIP 

AS TAUGHT BY 

THE PATRIOTIC LEAGUE 

Whatsoever ye would that men should do to you, do ye even so to them. 

AA/E BELIEVE, In the principles of the Declaration of Independence— That all 
men are created equal; that they are endowed by their Creator with certain in- 
alienable rights ; that among these are lifj, liberty and the pursuit of happiness. 

We believe, That good character, helpful kindness, to all creatures and civic intel- 
ligence are the basis of true citizenship. 

We believe, That the public, in assuming the education of children, becomes 
responsible to them not only for physical, industrial, mental and moral cult- 
ure, but also for special training, to the end that they shall be most happy 
useful and patriotic while children, and be intelligent and faithful citizens. 

We believe, That it is our duty to consecrate ourselves to the service of our country 
to study the history and principles of our Government, to faithfully discharge all 
obligations of citizenship, to improve our laws and their administration, and to 
do all which may fulfil the ideal of the founders of our Republic— a government 
of the people, for the people and by the people, of equal rights for all and Fpecial 
privileges for none — and to the maintenance of such a government we mutually 
pledge to one another our lives, our fortunes and our sacred honor. 

We believe, That we should endeavor to lead others to understand, accept and 
extend these principles, and to uphold and defend the institutions of our country. 



THE YOUNG CITIZEN'S PLEDGE 

I AM a CITIZEN of AMERICA and HEIR to all her Greatness and Renown. 

As the health and happiness of my body depend upon eacTi muscle and nerv 
and drop of blood doing its work in its place, so the health and happiness of my 
country depend upon each citizen doing his work in his place. I will not fill any 
post, nor pursue any business where I shall live upon my fellow-citizens without doing 
them useful service in return ; for I plainly see that this must bring suffering and 
want to some of us. 

As it is cowardly for a soldier to run away from the battle, so it is cowardly 
for any citizen not to contribute his share to the well-being of his country. America 
is my own dear land ; she nourishes me, and I will love her and do my duty to her 
whose child, servant and civic soldier I am. 

I will do nothing to desecrate her soil or pollute her air, or to degrade her 
children, who are my brothers and sisters. I will try to make her cities beautitul 
and her citizens healthy and glad so that she may be a most desirable home for !icr 
children in days to come. 

I accept the Principles of the Patriotic League for my own and I will do the 
best I can to live and act by them every day. 




MYRON T SCUDDER, A. B., A. M., 

Principal of the .State Normal School 



MORAL AND CIVIC TRAINING 

AT 

NEW PALTZ 
PART I THE PHILOSOPHY OF IT 



SHALL STUDENTS HAVE A VOICE IN THE 
MANAGEMENT OF THE SCHOOL? 

Bv Miss GRAHAM and Mr. SCUDDER 

There is a growing conviction that the schools of 
this country should afford training "in creating, obey- 
ing and enforcing wise rules and regulations for self- 
government. " This is of special importance in a 
republican form of government like ours, yet where in 
the world is there a more arbitrary rule than is shown 
in the school rooms in which young Americans spend 
so many ot the formative years of their lives ? 

But we are coming to see the necessity of appealing 
to the individual's own will in order really to govern 
him. We see that "self-government makes a man 
strong and fits him for life, while will-coercion, or 
government from without, renders him unfit tor self- 
regulation. * '^ Wise school government wdll result 
in self-control, in thoughtfulness for others, and in 
cheerful obedience of law whether conceived of as the 
law of man, nature, or God." * 

It seems therefore both absurd and wrong to rear 
the fu ure citizens of a democracy under a form of 
schoolroom government which is little better than a 
despotism — which at least has too often failed as 
utterly as any despotism can fail to develop in the 

*Principal Snyder, Greeley, Col. 



4 The Gill System of 

individual that rational sense of responsibility for him- 
self and for others, which is one safeguard of demo- 
cratic institutions. 

Each school then should seek to provide not onl)^ an 
object lesson in the forms of orovernment, but actual 
practice in exercising the rights and duties of citizen- 
ship ; and this in the plastic period of childhood and 
youth, when ideals of conduct are being formed and 
permanent interests determined. As an educational 
device it rests upon the soundest of principles. To 
quote a writer who speaks with authority on education, 
*'The school can confidently expect to prepare its 
pupils for life only, through pai'ticipation in life's 
opportunities, privileges, and duties, so far as these 
can be rendered intelligible and accessible to children 
and youth of school age ; and further, anything short 
of such actual participation in the various interests of 
humanity, converts school education into a meaning- 
less routine, a routine which really misses the ' prepar- 
ation for complete living ' which all education should 
guarantee." 

With considerations of this sort in mind, and soon 
after the beginning of the fall term, a form of student 
government was adopted in the normal department, 
similar to that employed in well-known colleges and 
secondary schools. After several mass meetings of 
the students the following regulations were adopted 
bv the stud( nts and subsequently approved by the 
faculty. 

KF(;UI,AT10NS FOR STUDKN'l' GOVERNMENT 

ART. I 

Skc. I III the consideration of all regulations pertairing to the 
school, there shall br two legislative bodies, one to consist of the 
faculty, and the other to consist of the student body. 

^ 2 In the case of a regulation being rejected by one body- 
after having passed the other, the regulation shall be sent to the 
body in which it originated for future consideration, and, if passed 
again by a majority of the members present and voting, it shall 
become a regulation of the school unless vetoed by the principal. 



Moral and Civic Training 5 

ART. II 
Skc. I A meeting of the student body may be called at any 
lime at the request of any ten students. 

ART. Ill 

Skc. I Quietness shall be maintained in the school building 
during school hours. 

'i 1 Students shall at all times act as ladies and gentlemen. 

\ 3 The discipline in the class room shall be left to the 
teachers. 

^ 4 Whenever students leave town they shall notify their 
division adviser or the principal of the school, where they are 
going. 

\ 5 Whenever students are tardy, they shall go at once to the 
prmcipai'^ office and record the fact. 

i 6 Five unexcused marks of absence or five unexcused marks 
of tardmt-ss aj^ainst a student in one school year shall make that 
student liable to suspension. 

ART. IV 

Sec. I All cases of breach of discipline are to be submitted 
first to a committee of twelve students elected by the student 
body ; three being chosen from the June class, three from the 
February class, and six from the school-at-large. This committee 
is to be known as the Judiciary committee, and the members of it 
are to hold office for one term. Each decision rendered by this 
Judiciary committee shall be submitted to the faculty for final 
adjudication. 

^ 2 Any student accused of a breach of discipline shall have 
the right to appear before the faculty and Judiciary committee and 
state his case, and may, if he so desires, take with him one or 
more students to plead his case. 

ART. V 

Sec. I These regulations may be amended by either house at 
any time. Such amendment to become a part of these regulations 
when passed as any new regulation would have to be. 

ADDENDA 

At a mass meeting of the students held in September, the follow- 
ing limits were approved of as aids in the interpretation ot the 
accompanying regulations : 

1 That by quietness is mean' such a state that the greatest 

number shall obtain the greatest good. 

2 That we believe th it unnecessary whispering in chapel or 

loud talking in the corridors will not aid in maintaining 
quietness. 

3 That talking in the library and reading rooms would not 

show proper consideration for the rights of others. 

4 That by lady-like and gentlemanly conduct is meant such 

conduct that will not excite comment. 



6 The Gill System 

CONCURRENT RESOLUTIONS 

Resolved, That smoking shall be prohibited on the school 
grounds. 

Resolved. That there be no talking above a whisper in the 
chapel or halls from 8:15 to 1:00 p. m., and from 1:30 to 3:00 p. m., 
excepting rest periods. 

Whereas, Tne drinking of intoxicating liquors, playing pool, 
billiards, and cards in public places, and pitching pennies, are 
considered detrimental to educational interests, by cultivated and 
refined people, and 

Whereas, Such practices in the public places of this village by 
students of this school would reflect discredit upon the school ; 

Therefore, be it resolved : That any one guilty of any of these 
practices shall be liable to have his connection with the school 
severed. 

Resolved, That the building be opened every other Friday 
evening until 10 p. m., for the use of students for informal recep- 
tions and so forth. Those not students of this school may attend 
only on invitation of some member of the Faculty. 

Resolved, That ladies shall consult their division adviser before 
riding or boating in the evening. 

SOMETHING BETTER NEEDED 

Now while student participation in government 
under the above constitution was a step in the right 
direction, there was neither system nor definiteness 
enough in it to bring about the results that were 
looked for. 

Then, too, a mere glance suffices to show a radical 
error. The document provides for two legislative 
bodies, the faculty and the student body. A resolution 
introduced in one may be defeated in the other. Now 
while this never occurred and while there was never 
the slightest friction growing out of the conditions, 
yet it was felt that no school should live under a con- 
stitution that made it possible for instance for students 
to overturn some well thought out measures of the 
faculty. While pupils ought to have a voice in govern- 
ment the governmental functions of teachers and of 
pupils must be distinct and separate. The former 
cannot delegate their authority to the latter, but they 
can mark out boundaries within which the latter may 
govern themselves. 




Miss JEANETTE E. GRAHAM, 

Instructor in Psychology 



8 The Gill System of 

So just as the articles of confederation in the early 
days of our country's history were inadequate to the 
needs of popular government and gave way to the 
present constitution, so these articles of school gov- 
ernment were found wanting in many respects, and it 
was felt that they must give place to a fuller organiza- 
tion and a more systematic scheme of some sort. 

At this juncture an article on the School City 
appeared in the December Review of Reviews. Atten- 
tion was drawn to it and the matter was carefully 
pondered, with the result that Wilson L. Gill, the 
originator of the system was invited to New Paltz to 
study the situation, and to prescribe a course of action. 
The school was ripe to come to his way of thinking 
and before he left, school cities were organized in the 
normal department and in both departments of the 
training school. 

In regard to this gentleman's work a word will not 
be out of place here. 

Mr. Gill is the founder and president of the Patriotic 
League, an alliance designed to promote a more gen- 
eral and intelligent exercise of the duties of citizenship. 
Its advisory board includes President McKinley, ex- 
Presidents Cleveland and Harrison, Admiral Dewey, 
Gen. Wood, Cuba's present governor, Gov. Roosevelt, 
Gen. Eaton, Gen. O. O. Howard, Dr. Josiah Strong of 
the League for Social Service, Father Clark of Chris- 
tian Endeavor fame, Edward Everett Hale, Mary 
Lowe Dickinson, and many more who have rendered 
signal service for the promotion of civic prosperity 
and purer national life. 

Being convinced that these ends are attained only 
throitgh early training: in citizenship, the League most 
heartily sanctions this device of its president, viz. : 
the "Gill School City." Gen. Wood has secured 
Mr. Gill's promise to visit Cuba and organize the 
system in the schools there; and if there, why not 
later in Porto Rico and the Philippines ? In our own 



Moral and Civic Training 9 

country this idea is rapidly gaining gfround. Schools 
in Brooklyn, New York, Chicago, Philadelphia, and 
other cities where if has been tested, furnish proof of 
its effectiveness, and a movement is on foot to secure 
legislation providing for its use in the public schools 
of Ohio. 

THK SCHOOL CITY 

A school city is formed thus. A school organizes 
into wards, as many as are convenient, each ward 
holding its meetings, and appointing members to the 
nominating convention. The nominating convention 
nominates such officers as mayor, sheriff and judges of 
the city. An election is held in which the citizens 
elect their officers. The wards elect members to the 
common council. Thus equipped the school city pro- 
ceeds with its functions very much along the lines of 
real city government. A charter is granted by the 
faculty in some such way as the legislature grants 
charters to cities. The mayor appoints heads of depart- 
ments, fire chief (to help to prepare for fire drills in 
the school), chief of police and other officers. The 
-common council formulates ordinances, violators of 
which a e brought before the judges who fix penalties. 
The supreme penalty is deprivation of rights of citi- 
zenship which throws the offender into the hands of 
the faculty. The offender thereafter is no longer 
under the jurisdiction of the city council. 

In accordance with the above scheme each depart- 
ment, normal, intermediate and primary, has its school 
city organization. The charters of the intermediate 
and primary cities are similar to the charter of the 
normal city which appears below, but are briefer and 
simpler. 

Now in order to tmderstand the school city organiza- 
tion rightly, two facts in regard to it must be kept in 
mind. " It does not deprive the teacher of governing 
power, vet it rests real power in the pupils. It thus 
cannot degenerate into anarchy, nor is it a mere make- 



lo The Gill System 

believe, and valueless as any unreal thing must be. 
It exists as an organization by virtue of the delegation 
of power just as do all cities chartered by the state 
legislature ; and its power is no less real than theirs 
for the fact that the teacher stands behind it as the 
state behind them, to prevent any abuse of that power. 

"The principals and teachers are in fact officers of the state, 
and must maintain certain governmental authority over the chil- 
dren who are within their jurisdiction. They are reponsible for 
the conduct of their pupils. This responsibility is not altered by 
the School City. The teacher cannot divest himself of his respon- 
sibility to the slate. This fact, however, is not incompatible with 
his establishing among his pupils a government under their own 
management, he acting in this as he must in other matters as their 
guide and leader. This he can continue, unless interfered with by 
a higher authority, as long as he can lead the children to preserve 
by their own government, the necessary good order of the school." 

In a school for the training of teachers it seems that 
two most desirable ends are to be gained by such an 
organization. First, a means is provided for securing 
the development of self-governing power in the stu- 
dents themselves, an end doubly important since they 
are so soon to become responsible for the control of 
others. Second, as teachers under training they have 
opportunity of acquainting themselves with the prac- 
tical working of a system, which, in its spirit if not in 
its very form, seems almost certain to become a promi- 
nent factor in public school education. 



(i/ yA \U 






Sffi*^- 



J 




WILSON L. GILL, LL. B. 

President of the Patriotic Leag'ue and originator 
of the School City 



12 The Gill System of 



THE SCHOOL CITY 

School Government an Instrument for Social and 

Political Improvement 

by wilson l. gill 

President of tJie Patriotic League and Originator of the School City 

BAD SCHOOL GOVERNMENT 

the root of vast SOCIAL AND POLITICAL EVILS 

The old time monarchical or tyrannical school goyern- 
nient still in use, is accountable in large measure for 
the apathy of educated people in reference to local 
political affairs, for- their tolerance of misdeeds and 
bad citizenship, for bossism and to a considerable 
-extent for selfishness in business and private life ; and 
among the masses of less educated it is accountable 
for the ignorance of the spirit of law, order and justice, 
and for that condition of character which makes it 
possible for mischievous leaders to incite them to 
destruction of property, bloodshed and rebellion against 
the law of the land. 

This is not a question of the fitness of teachers but 
one of method. It is not a question of text books and 
recitations but of practical character. While the child 
from day to day is taught the patriotic words of libe ty 
and justice for all, he is at the same time trained quite 
unintentionally to think and act as the subject of a 
tyrant,* which he is. In almost every school is an 

*This word " tyrant " does not refer to the character of the teacher, but 
to the common form of government in use by teachers of every grade of 
character and degree of intelligence. 



Moral and Civic Training 15 

under current of concealed disobedience. The demor- 
alized habits and warped character thus formed and 
confirmed by years of such subjection, are so strong- 
thai but few men change them material y in after life. 

GOOD SCHOOL GOVERNMENT 

THE RE.MEDY 

If the ancient monarchical school government is the 
root of these great evils, their prevention hereafter 
should come from a more enlightened school govern- 
ment. TJie School City is a* democratic-republican form 
of school government devised for this purpose, and 
based on the following facts and principles : 

Children are natural imitators. 

A child hates to be driven but loves to be led. 

A healthy child is energetic in thought and action. 
This energy needs to be wisely guided. 

Many things difficult and even impossible to teach in 
the abstract are easily taught by practice. 

Good and bad children alike, can easily be engaged 
in solving the problems of their own government. 

Under many circumstances when government is 
needed, the teacher cannot be present, but the child 
himself, aided by the public opinion of the other 
children can be taught to govern wisely. 

The practice of the Golden Rule is absolutely neces- 
sary for the successful conduct of any popular govern- 
ment. 

This system of self-government is modeled on the plan 
of the g-overnment of the city and state in which it is 
located, or of some better form of municipal and state 
government. 



14 The Gill System of 

The pupils elect a mayor, city council, judiciary and 
such other officers as are ordinarily elected. The 
heads of such departments as police, health, street 
cleaning, fire and civil service and their subordinates 
are appointed by the mayor, or according to the local 
custom. Each class is an election district, entitled to 
hold primaries and to elect a member of the city coun- 
cil. 

The elections are an important feature and occur 
two or more times each year. They give exercise to 
judgment in the choice of officers, and are an unend- 
ing source of healthful thought and action. 

The beneficial effect of well directed citizenship on 
the character of many children is immediate and great. 

The child is led to govern himself and to take an in- 
terest in government and the welfare of his fellow cit- 
izens. 

This plan is not designed to put old heads on young 
shoulders but to give direction to the child's mental 
and ph\ sical energies. 

This does not detract the slightest bit from the joys 
and wholesome freedom of child life. On the contrary 
it does add to the child's freedom, self-reliance and 
general happiness. 

It lessens the injustice and sorrow to which children, 
are subjected by each other. 

By this means a good teacher can easily mould the 
character and habits of each individual for his whole 
life. 

It is possible to lead the children to practice the 
Golden Rule in the daily performance of the duties of 
citizenship. 



Moral and Civic Training 15 

A civic conscience and healthy public opinion will be 
developed through the children's constant co-operation 
for the g-eneral good. 

The teacher guides and helps the children in their 
government and holds it responsible for good conduct 
in the same way that the higher authorities hold the 
teacher responsible. 

A teacher possessed of the slightest tact will use 
every first symptom of political corruption to save the 
would be offender and all his fellows from like dangers 
in the future. 

The School City provides the means for giving- 
forcible expression to the best sentiment of the school. 
Before it the individual or organized meanness, cruelty 
and rowdyism of the minority melts away like snow 
in June. 

An apple or orange or a grain of wheat is an organ-, 
ization for accomplishing good results, appeasing tlie 
appetite and giving strength to resist disease and per- 
form labor, which could not be accomplished by their 
component parts if not organized. So the good sen- 
timent, though possessed by a majority of the students 
in a school or college, without proper organization, 
does not furnish the strength to resist rowdyism and 
all that is bad in school and college life, but the School 
City is a successful organization for such purposes. 

The School City is a convenient organization for 
encouraging and developing through the children 
every form of useful co-operation for good 
games, industrial, commercial and art work, village 
and city improvements, the diffusion of any specially 



i6 The Gill System of 

useful information, and for personal, social and politi- 
cal righteousness. 

A number of school cities can co-operate by means 
of a School Sttae and a School National Government 
and it will then be possible to establish international 
relations. The principal objects of these wider de- 
velopments are to broaden the horizon of the chil- 
dren's interests and develop the spirit of co-operation 
and of missionary work, while incidentally they com- 
plete the plan of instruction in civil government. 

The School City is in successful and satisfactory 
operation in different cities, bearing out all that is 
claimed for it. 

The reformation of school government can be brought 
about in either of two ways. The first and old fash- 
ioned way would be by years and decades and centuries 
of expensive discouraging missionary work. The in- 
expensive effectual, immediate and right way is by the 
highi St authority in the state requiring it. To bring 
this about, at least one able man, backed up by good 
clerical assistance and printed matter, should be main- 
tained, with the object of bringing about in each state 
the necessary official action and the appointment of 
competent supervisors or directors charged with the 
duty of putting this form of government into every 
school and seeing that its success is maintained. 



■'mmmmm^^.mi- 



Moral and Civic Training ^7 

NOTES ON THE BEGINNING AND DEYEL« 

OPMENT OF THE SCHOOL CITY 

MOVEMENT 

Bv WILSON L. GILL, LL. B. 

In 1887 I Started a movement in central Ohio for the 
introduction of manual training in the public schools. 
The work was checked and delayed for years by this 
argument of a few low, selfish ward politicians: " The 
trades are crowded enough already, we don't want 
these thousands of boys in the schools taught so that 
they can crowd in too." With this argument they led 
the mass of unthinking voters to defeat those candi- 
dates for the School Board who favored "learning- by 
doing." At that time an invitation came to the Gov- 
ernor of Ohio, asking him to appoint a delegate to a 
convention to organize a national society of descend- 
ants of Revolutionary patriots. Governor Foraker 
appointed me and I accepted, believing that in this 
was the opportunity to organize a nucleus of citizens 
in each community who could easily understand and 
who would intelligently back every endeavor to bring 
the public schools abreast of the need of the times. 

A year's work helping to organize the national socie- 
ties of the Sons and Daughters of the American Rev- 
olution revealed the weakness and lack of proper 
organization of the forces for the reformation of school 
methods and curricula, and also the difficulty of accom- 
plishing such a work by means of a society dominated 
by some other idea, such as that of lineage. For this 
reason I gave up the hope of school reformation 



Moral and Civic Training 19 

throiig-h the societies of the Revolution, and organized 
the Patriotic League, which has for its sole object the 
promotion of the cause of a healthier, nobler, and more 
intelligent citizenship. 

At that time, Dr. Hale wrote that the thing proposed 
in the prospectus was greatly needed but that it would 
be utterly impossible of accomplishment by scraps of 
time given to it by one or any number of persons, but 
that if some man of good judgment would give up all 
other business and devote himself to this, day and 
night, in season and out of season, he could accom- 
plish it in the course of many years. I had already- 
seen this and was ready to undertake it, with all its 
personal difficulties and embarrassments. These have 
been no less than was anticipated, but the results 
obtained thus far seem to fully justify the cost. 

The following named ladies and gentlemen agreed to 
serve on our advisory committees: Abram S. Hewitt, 
ex-mayor of New York; O. O. Howard, Major-Gen- 
eral U. S. A. ; Edward Everett Hale, James A. Beaver, 
ex-Governor of Pennsylvania; Dorman B. Eaton, one 
of the fathers of civil .service reform ; Mrs. Mary Lowe 
Dickinson, La Salle A. Maynard, Father Thomas 
McMillan, Josiah Strong, Gen. Sec. Ev. Alliance; 
Samuel F. Smith, author of "America;" Wm. McKin- 
ley. Governor of Ohio; Isidor Straus, ex-congressman, 
N. Y. ; Francis E. Clark, father of Chr. End. ; R. S. 
Mac Arthur, Calvary Baptist Church; Gen. T. J. Mor- 
gan, ex-Indian Com. ; Wm. H. P. Faunce, Fifth Ave- 
nue Baptist Church; Mrs. Mary A. Livermore, Rabbi 
Gustav Gottheil, John Jay, R. Fulton Cutting, Wm. 
E. Dodge, George D. Mackay, William Ives Wash- 



20 The Gill System of 

burn, Mrs. John L. Gill, Daniel B. Wesson, John A. 
Cass, Henry B. Metcalf, John J. McCook, Elliot F. 
Shepard. This gave the movement a good moral back- 
ing but we have not,, up to the present time succeeded 
in getting the money needed to propagate the work. 

The first work of the Patriotic League was to lay 
out a course of instruction in citizenship sufficiently 
simple for young school children. There was a great 
abundance of books on the subject for older students, 
but we did not succeed in finding the literature needed 
for our purpose. We began the publication of Our 
• Country to enable us to issue the lessons in citizenship 
furnished by Edward Everett Hale, Charles F. Dole, 
John R. Commons, James H. Hamilton and other ex- 
cellent writers. These lessons have now been collected 
and published by the Patriotic League in a series of 
little text books. 

All the time we were searching for ways of having* 
the children in the schools learn citizenship by per- 
forming the duties of citizenship. The first oppor- 
tunity to experiment came in February, 1897, when 
Mr. Bernard Cronson was transferred from the school 
in West 54th Street, New York, to a large school in 
the upper part of the city (West Farms) to reform the 
discipline. He w^as persuaded to throw the responsi- 
bility of discipline on the most troublesome children. 
They accepted it and under his direction, elected a 
president and other officers, who looked after the order 
of the pupils. His difficulties were immediately and 
greatly relieved. 

This success gave me the ground on which to ask 
the privilege of organizing one of the vacation schools 



Moral and Civic Training 21 

as a self governing body. Mr. R. Fulton Cutting, 
president of the society which was conducting the 
vacation schools was of course in favor of the experi- 
ment. The Norfolk Street school was chosen. There 
were about eleven hundred little Russian Jews in it, 
ranging from five to fifteen years of age. Mr. Emil 
Newman, the principal, was enthusiastic and m}^ plan 
of the " School City " was carefully worked out. Mayor 
Wm. L. Strong, Col. George E. Waring, Police Com- 
missioner Theodore Roosevelt, President CharLs G. 
AVilson of the Board of Health, Commissioner of 
Charities John P. Faure took an active interest in 
the development of that experiment, several of them 
directing representatives of their departments to co- 
operate with us. 

While this experiment was in progress, a number of 
educators, among them Miss Anna Foos, principal of 
the Kellom School in Omaha, and many editors visited 
the school. Among the editors were Mr. Pierce and 
Mrs. McLean of Public Opinion, Ossian Lang and Miss 
Griffin of The New York School Journal, Francis Tabor, 
of The Altruist, and Cromwell Childe. Many other 
editors and report-^rs were there and published their 
approval, but the articles of these ladies and gentlemen 
were reprinted by a great many educational journals 
and newspapers. The Pidilic Opinion article was very 
extensively copied throughout this country and Canada. 
Mr. Childe's article was for the McClure Syndicate 
which gave it immense circulation. It furnished the 
basis of Wm. T. Stead's article in the English Review 
of Reviews, i;i which he spoke with so much force in 
favor of the School City that the editors of several of 




Miss ELEANOR A. PERSONS 
Principal of Intermediate Department 



Moral and Civic Training 23 

the great London magazines were led to ask for articles 
on the subject. 

This broad advertising of the success of this experi- 
ment resulted in the adoption of the plan by many 
schools in every direction, and of course there was no 
way of keeping track of them. It is a common thing, 
however, for teachers to at once conclude that the plan 
is too complicated for the comprehension of children. 
They fail to see that no child has to perform the func- 
tions of more than one office at a time — only one child 
is mayor and another sheriff at one time — and in some 
cases have simplified the plan to such an extent as to 
rob it of the elements that give variet}' and charm to 
it. It is then but a poor means for maintaining order 
in a school, without the incentive of its being in imita- 
tion of grown people's government The result in a 
certain school that has attracted much attention, is 
inexcusable disorder, and in so far as any ideas and 
habits of American government are given, they are 
harmful, principally because they are false. 

In a high school in Columbus, Ohio, a decimated 
plan was adopted by three or four rooms out of about 
twenty. Miss Gladden remarked not long since, that 
while the principles involved are evidently right, she 
and the other teachers in the school who introduced 
the plan made two fatal mistakes. The first was that 
they imagined they could give the government over to 
the young people, giving no further attention to it, and 
that it would develop all right. The other error was 
in the supposition that three or four rooms in the school 
could take up a self-government plan and, apart from 
the majority of the school, develop a public opinion in 



24 The Gill System of 

its favor sufficiently strong to carry it to success. She 
•said that even under those adverse circumstances, the 
•advantages of pupil self-government over the ordinary 
imethods of school discipline were so marked and of so 
'.gVjesLt moral value that it was clearly evident that the 
old way is wrong and the new way is right. I saw iti 
their plan what she was not in a position to observe, 
that they made a third bad mistake in that they estab- 
Hished so far as they established anything an oligarchy 
^consisting of citizens and a governing committee, the 
'•members of which were called "tribunes," instead of 
•establishing a republic, following the plan of some one 
<of the forms of American government, such as that of 
the village, city, state or the nation. The principals 
'of tlie several high schools in Columbus have all in- 
iformed me that they intend to introduce the School 
City, profiting by the experience in the Central High 
•School. 

The experiences in this matter gathered from far 
;and near, go to show that a self-government plan, even 
^ very deficient one, in the hands of competent teachers 
who use it as a tool to shape the character of their 
pupils, is valuable for that purpose, but if they add the 
many advantages of a plan which at the same time 
g-ives correct ideas and practical training in the right 
performance of public duties they will get far better 
moral and in addition excellent civic results. 
With such a plan, a comparatively inexperienced 
teacher can secure very happy results, provided only 
that he will take an interest in guiding and helping his 
p.upils. 

We have reports from many schools throughout the 



Moral and Civic Training 25 

country, all the way to the Pacific coast, of School 
Cities in successful operation, and strong indications 
that the idea is not only gaining ground, but also prac- 
tical application in Great Britain and that it is being 
actively agitated in France and Germany. 

The most complete development of the plan so far 
is at the New York State Normal School at New Paltz, 
where there are three School Cities, the primary for 
little children, intermediate for the well grown boys 
and girls and the normal for young men and women. 
For the transaction of governmental business in which 
all the pupils are jointly interested they have organ- 
ized a school state, and it looks as if, before summer 
arrives, they will have aroused so much interest in the 
neighboring towns that it will be possible to have 
them co-operate in forming a school national govern- 
ment. This will serve to broaden the horizon and 
co-operative interests of the children and to develop 
ways and means for extending the usefulness of the 
institution. When several school national govern- 
ments have been formed diplomiatic relations will 
arise, which will probably result in many pleasant 
circumstances as well as valuable educational opportu- 
nities. In Europe, of course the line of development 
must conform, to some extent, to conditions which are 
different from the corresponding ones in America, and 
must depend for guidance iipon the ingenuity of the 
teachers who undertake tlie work. 

The manner of introduction of this system of school 
discipline and practical training in moral conduct and 
civic life into the schools of Philadelphia, seems to me 
to point to the most practical way to extend this 



26 The Gill System of 

reformation. It occurred about as follows: Mrs. 
Mumford, vice-president of the National Congress of 
Mothers and member of the Philadelphia Board of 
Public Education, requested me to stop on my way 
back to New York and do some missionary work with 
her board, and should I see no one else, to see Presi- 
dent Simon Gratz. After about ten minutes' talk with 
him, he remarked, "You need not say another word. 
You have gotten my eyes open ; I can see as clearly as 
if you were to talk to me six weeks. This board has 
been working thirteen years, endeavoring to find ways 
to have the children 'learn by doing,' but till this 
minute, no practical way has ever been suggested to 
us of having the children learn to be citizens, by 
making actual citizens of them and then guide them in 
the formation of right habits of citizenship. If you 
will write a communication to our board asking for 
the adoption of this principle and plan, I will attend to 
the rest." The day after the board meeting a letter 
came from Mr. Gratz, saying the board had voted 
unanimously in favor of the principle and plan, that a 
committee had been appointed to put it into operation, 
and they would be ready to begin as soon as I would 
go over and start the organization. They did not wait 
for my coming, which was unavoidably delayed. Most 
persons would have chosen a high school, composed of 
pupils of American parentage, with a man as principal 
who had had experience as a voter. They chose a 
combined primary school, composed of white and col- 
ored children of alipost every nationality that is repre- 
sented by immigrants in Philadelphia. The principal 
is Miss McCormick, who had never before heard of the 



Moral and Civic Training 27 

School City idea. She received a copy of a resolution 
of the board directing her to put this plan of govern- 
ment and moral and civic training in operation. 

Mr. Gratz remarked : ''We had no notion of experi- 
menting to convince ourselves of what is so logically 
clear that we can't help seeing it. Our only intention 
is to put it into one school, remove any stumbling 
blocks that may be in the road, and when we get a good 
clear demonstration and example under most adverse 
circumstances, to point to, no man or woman can have 
any acceptable excuse for failure to make a success of 
it. The development in the HoUingsworth school is 
even better than we looked for and we are now ready 
to let other schools undertake the plan, which event- 
ually must go into every school in our city." At my 
request, Mr. Gratz, who is a skillful Philadelphia law- 
yer, as well as experienced school man, has revised my 
draft of a charter to make it conform to the laws and 
customs of Pennsylvania and Philadelphia, and it is 
now ready to publish for use in Philadelphia schools. 

While this is by all odds the best way to proceed in 
any city, it seems to point to the higher authority of 
the state, as being the most economical means for 
bringing about the reform in any given state. 
Wherever it goes, there should be state and city direc- 
tors or inspectors to supervise its introduction and the 
conduct of the work after it is begun. As to the propa- 
gation of this work it seems as if it were quite as much 
the province of the United States government to do 
this as it is for it to distribute seeds to the farms and 
fish to the waters of our country. 




JOHN R. COMMONS, Ph. D. 

REFERENDUM, INITIATIVE AND PROPOR- 
TIONAL REPRESENTATION 

Bv PROFESSOR JOHN R. COMMONS 



Following is given an explanation of the Referen- 
dum,, the Initiative, and Proportional Representation 
in the School City. They are adopted as a part of the 
constitution and charter and are a part of the state and 
city government. They are operative in the last half 
of each school year, but not in the first half. By this 
means the students can by practical experience learn 
the present unsuccessful method of arriving at the will 
of the people, and later in the year have practice with 
this more practical and satisfactory way. 



Moral and Civic Training 29 

THE REFERENDUM 

Sometimes a city council enacts an ordinance which 
does not suit the voters. The Mayor has a veto on the 
council, but his veto can be overruled by a two thirds 
vote of the council. And besides, the Mayor himself 
may perhaps sign an ordinance which does not suit the 
voters. In such a case what are the voters to do ? 
Their only safety is to have the ?:'^/c> themselves, instead 
of leaving it to the Mayor. This people's veto is called 
the Referendum. It works as follows: Every ordi- 
nance, as soon as it is passed by the council, is pub- 
lished. But it does not go into force until the end of 
six days. Meanwhile, if 5 per cent, of the citizens sign 
a petition asking that said ordinance be submitted to a 
vote of all the citizens, the city clerk is required to 
submit it at a special election to be held two school 
days after he gives notice. If at this special election a 
majority of the citizens vote against the ordinance it is 
vetoed and cannot go into effect. If a majority vote for 
it, or if no petition is presented, then the ordinance 
goes into effect. In this way the citizens have a check 
on their aldermen. 

THE INITIATIVE 

Sometimes the council refuses to adopt an ordinance 
which the citizens want. The Initiative is a means 
whereby any citizen or group of citizens can themselves 
draw up a bill or ordinance; and if they can get the 
signature of 5 per cent, of the voters the city clerk is 
required to publish the proposed ordinance and to set 
a time for voting- two school days later. If at this 
election a majority of the citizens vote for the ordinance 
it becomes law just as though it had been enacted by the 



so The Gill System of 

council and signed by the Mayor. If a majority votes 
against it, of course it has no effect. This enables the 
citizens to get such ordinances as they want and not to 
be controlled by "rings " and "bosses " who might get 
power in the council. 

The next measure, Proportional Representation, is 
intended to elect a council which will be so truly rep- 
resentative of the citizens that they will not need to 
resort to the referendum and initiative. 

PROPORTIONAL REPRESENTATION. 

The object of Proportional Representation is to have 
all parties represented in the board of aldermen in pro- 
portion to their numbers among the citizens. If one 
party has twenty voters, another thirty-six, and another 
forty-four, then in a board of aldermen composed of 
ten members, the first party should have two aldermen,, 
the second party should have four, and the third party 
should have four. This is as nearly proportional as 
such a board could be made, unless we could elect two 
ka// aldermen. To be exactly proportional the board 
should contain two aldermen for the first party, 3 3-5 
aldermen for the second, and 4 2-5 aldermen for the 
third. But as long as we cannot deal in fractions of 
aldermen we must be content with the nearest that we 
can come to proportional representation by using whole 
aldermen. 

The usual method of election is by majority or plu- 
rality vote. In the example given above, the party 
which cast forty-four votes was a phirality party. 
That is, by the usual method of election it would have 
elected all its candidates, and the other parties, which 
together were a majority, would have elected none. 



Moral and Civic Training 31 

This is the case in New York city, where in 1897 the 
mayor who was elected had only 44 per cent, of the 
votes. The three or four other parties had no voice in 
government. Proportional representation does away 
with majority and plurality elections, in order to give 
all parties their real weight in enacting the laws. It 
does this in the following way : 

1. Nominations. — Each party presents a petition to 
the election officer (city clerk) with the name of its 
candidates. The party should nominate one or two 
candidates more than it expects to elect, in order to 
provide for good luck and vacancies. It also adds the 
name of an election judge. 

2. The Tickets. — The city clerk then publishes the 
lists of candidates nominated on the different petitions. 
For example, the first party, having about twenty 
voters, nominates three candidates, the second party 
nominates five, and the third party nominates six. 
The published tickets are as follows. Letters are used 
for the names of candidates : 

PARTY in. 

I 

K 
L 
M 

N 
O 

3. How TO Vote. — Each voter has as many votes 
as there are candidates to be elected — in this example 
he has ten votes. He can cumulate his votes as he 
pleases. That is, he can give his ten votes to one 
candidate ; or he can give three votes to one, three to 
another, and four to a third ; or he can give one vote 



TY I. 


party II. 


A 


D 


B 


E 


C 


F 




G 




H 



Moral and Civic Training 33 

to each of ten candidates; or he can scatter his votes 
in any way he pleases. If he wants his party to win, 
he had better cumulate all his votes on the candidates 
of his own party. For example, a voter in Party I, 
might vote as follows: 

PARTY I. 

2 A 

5 B 

3 C 

By voting' in this way he gives two votes to A, five 
votes to B, and three votes to C, and gives ten votes 
to his party as a whole. 

4. Counting the Votes. — Each party when its peti- 
tion is handed in, should at the same time hand in the 
name of an election judge. All the election judges of 
the different parties meet with the city clerk as an 
election board. They count the votes and publish the 
results of the election. This work is a very simple 
problem in division. But I will give an example, 
showing each step in the calculation. 

(i) They prepare a list of candidates and find the 
total number of votes cast for each candidate. 

(2) They add together the votes of all the candi- 
dates on the same party ticket. 

For example, supposing there are 100 voters having- 
ten votes apiece, we may have the following: 

PARTY I. party II. PARTY III. 

A TOO D 40 I 60 

B 75 E 200 K 50 

C 25 F 50 L 250 

G 60 M 40 

2^° H 10 N 10 

-- O 30 

360 — 

440 



34 The Gill System of 

This shows that Party I, received 200 votes, Party II 
360 votes, and Party III, 440 votes. 

(3) They add the votes of each party as follows: 

Party I, 200 
Party II, 360 
Party III, 440 

1000 
This shows that 1000 votes were cast for fourteen 
candidates. But there are only ten candidates to be 
elected. Therefore dividing by 10, there is found to 
be 100 votes necessary to elect one candidate. This is 
called the quotient. 

(4) The next step, is to find how many candidates 
are elected by each party. Tnis is done by dividing; 
the party vote by the quotient. For example : 







FULL 






CANDIDATES 


PARTY. 


VOTE. 


QUOTIENT. QUOTIENTS 


. REMAINDER. 


ELECTED. 


I 


200 


^ 100 = 2 


+ 


= 


2 


II 


360 


H- 100 = 3 


+ 


60 


4 


III 


440 


-^ 100 = 4 


+ 


40 


4 



9 10 

The division gives 9 full quotients. But there are 10 
to be elected. Hence the remaining candidate goes to 
the party which has the largest remainder. This is 
Party II. Hence Party I elects 2 candidates. Party II 
elects 4 and Party III elects 4. 

(5) Lastly, the successful candidates are to be dis- 
covered. These are the ones who have the highest 
votes on each party ticket. For example: Party I is 
entitled to two candidates ; these are A and B. In the 
same way Party II gets its four highest candidates, 
namely, E, G, F and D, and Party III gets its four 



Moral and Civic Training. 



35 



highest candidates, namely, L, I, K, and M. The un- 
successful candidates are C, H, N, and O. 




PRINTING BALLOTS 



By this method of election each party gets its fair 
representation, and no one party can capture the gov- 
ernment and run it to suit itself. The candidates 
elected are the most popular candidates of each party. 



PART II ORGANIZING 

HOW TO ORGANIZE A SCHOOL CITY 

Some of us may be called on some day to help 
organize a School City. If so the following outline 
will be found helpful : 

1. Have a complete understanding with the prin- 
cipal. Be sure that his interests are enlisted, that he 
approves of the plan of organization, and that he fully 
intends to carry the movement through to success. 
Unless the principal is interested and will co-operate 
it is not worth while to waste one minute on the 
school. 

2. Explain the plan to the assembled pupils. Five 
or ten minutes is all that is necessary. 

3. Take a vote of the pupils on the acceptance of the 
plan. If the principal shows interest in the matter 
the plan will, as a rule, b^ unanimously accepted. 

4. Have the children sign a petition asking the 
principal to grant them the privilege of self govern- 
ment. 

5. The principal will give a written (or printed) 
charter to the School City. (To save time and com- 
plications this may be omitted until the next day.) 

6. Each class, or room, or range of seats, ma}^ con- 
stitute an electioji district or ward. Each ward will, by 
ballot or viva voce, elect one or two representatives to 
a nominating convention and one or two aldermen o-^' 



38 The Gill System of 

members of the city council. The purpose in having 
tivo elected is to permit one boy and one girl to repre- 
sent the ward in case both sexes attend the school. 

7. At recess, or at noon, or whenever the principal 
shall decide, the members of the nominating conven- 
tion will meet and elect a chairman and secretary. 
The convention will then choose tzvo candidates for 
each of the following offices : mayor, president of the 
council, sheriff, attorney and city clerk. (Consult the 
charter). 

8. When a School City consists of not more than 
Jive wards a judge should be elected from each ward. 

These judges constitute the city court. Should there 
be more than five wards some plan should be devised 
for districting the city so that five judicial districts 
may be formed. One judge is to be elected from each. 
The judges appoint a clerk of the court. (Of course 
a different plan for the judiciary calls for a different 
procedure.) 

9. Have nominations posted so all pupils can see 
them and make such announcements from the plat- 
form as the principal shall think best. 

10. As soon after as the principal thinks best, in 
from one to three or four days hold elections in the 
rooms. The voting should be by ballot. 



Note— Should a briefer mode of procedure than the above be advisable 
in organizing a School City, read the three articles following this 
and amend these directions accordingly. It is usually desirable to com- 
plete the organization as quickly as possible even at the sacrifice of the 
usual formalities, which of course must be observed in subsequent elections. 



Moral and Civic Training 39 

HOW TO CONDUCT A PRIMARY MEETING 

(See Charter, Chapt. II, Art. 2) 

A primary meeting is known also as a caucus. As 
its name suggests it is essentially the first assemblage 
of the voters of a town, district or ward for the pur- 
pose of nominating candidates for the offices in said 
town, district or ward, or to send delegates to other 
conventions. If the primary is held in a town, a mem- 
ber of the town committee calls the meeting to order, 
but at a primary where no person is appointed, any 
member may take the chair temporarily, pending the 
election of a regular chairman. He then asks : 
"Whom will you have for chairman ? " 

If you wish to name someone, rise and address the 
chair, saying: "Mr. Chairman." When the chairman 
recognizes you, proceed: "I nominate Mr. Smith for 
permanent chairman." The nomination is not com- 
plete till someone else addresses the chairman and 
when recognized says : "I second the nomination of 
Mr. Smith." Other nominations are made in the same 
way. 

Balloting then takes place. The person receiving 
a plurality of the votes cast is declared elected. A 
secretary is next elected. We are now ready for the 
regular business of the meeting. The chairman makes 
known the offices for which candidates are to be chosen. 
The candidates are selected in the same manner as the 
chairman and secretary. If there is no further busi- 
ness before the meeting, a motion to adjourn is in 
order. A motion to adjourn is made by a member 



40 The Gill System 

rising and addressing the chair as follows : "Mr. Chair- 
man. " After he is recognized he continues : "I move 
we adjourn." Another seconds the motion. The 
chairman without waiting for any discussion, puts the 
motion before the house, saying, "All those in favor 
of the motion say aye. " " Those opposed say no. " If 
the motion is carried, the chairman declares the meet- 
ing adjourned. j. f. d. 

HOW LITTLE ONES MAY VOTE 

The training of the younger children for citizenship 
and for voting must be of the simplest nature. They 
must be carefully shown how to perform the details of 
nominating and of voting. If, for example, a member 
of the city council is to be elected, try to have the 
children see the necessity for such an officer; his 
duties must be simply but clearly pointed out. This 
done, the class is ready for a primary meeting or 
caucus. The teacher acts as chairman and calls for 
nominations. The desire to nominate some one is 
indicated b}^ the raising of the hand. Many will prob- 
ably raise a hand, but to insure the wisest selection 
the teacher calls on those only in whose judgment she 
has most confidence. Thus good nominations are 
secured. 

When the nominations have been made the children 
may proceed at once to vote. For those who are too 
young to write, a more primitive mode of voting 
should be employed. They can make an X to repre- 
sent one candidate, or a circle to represent the other. 
The teacher and a member of the class act as 
inspectors. 



42 The Gill System of 

At the state elections held March 30, the children 
had to vote a printed blanket ballot. The third and 
fourth grades voted these with fair intelligence, but 
the method was too complicated for the second grade 
children. 



ORGANIZATION OF OUR THREE 
SCHOOL CITIES 

By SEMAN W. HASTINGS 

At the beginning of the second half year Mr. Wilson 
L. Gill of New York, spent two days at New Paltz. 
During his stay the Gill School City was established in 
all three departments of the school. The first depart- 
ment to be organized was the Intermediate and the 
manner of organization was as follows : 

The department was called together in its assembly 
room and listened to a short address by Mr. Gill on 
government, its responsibilities, its uses and abuses. 
During this address a deep interest was shown and 
when the question was asked of the pupils if they 
would like to organize a city and carry on such a gov- 
ernment, all were eager to begin. 

The department was divided into five wards cor- 
responding to the five grades and each ward held its 
primary election or caucus and elected delegates to 
meet in a nominating convention. The nominating 
convention met at once under the direction of Mr. 
White, and two candidates for each of the following 
offices were nominated; mayor, judge, sheriff, attor- 
ney and city clerk. As soon as the nominating con- 



Moral and Civic Training 43 

vention had handed in its report Mr. Gill directed, 
for the purpose of completing- the organization as 
quickly as possible, that the voting should be done at 
once and by raising of hands. The successful candi- 
date was declared elected. The good judgment dis- 
played by the nominating convention and by the 
students in voting was noticeable. 

After this election for general city officers had been 
held there were still two aldermen and an associate 
judge from each ward to be elected. This was attended 
to at once. Four nominees, two boys and two girls 
in each ward ran for aldermen, and two (one boy and 
one girl) for associate judge. These elections were 
held in the separate wards, the nomination being made 
by acclamation and the voting done by the raising- of 
hands. This is all that was done the first day. 

Next morning a petition was prepared and signed 
by the students of the department and afterward pre- 
sented to the faculty, asking that a charter be granted, 
establishing their school city and entrusting them 
with the rights and responsibilities of citizenship. The 
Gill charter with a few changes and additions to adapt 
it to our special situation was granted and they were a 
full-fledged city. 

The day following this a meeting of the city council 
was called and the aldermen elected their president 
and made such laws as were necessary for the imme- 
diate needs of the city. They also sanctioned the 
appointments made by the mayor so that the police 
and other city officers took their offices that day. 

In a few days there were infringements of the laws, 
and it became necessary for the police to make arrests. 



44 The Gill System of 

The judge called court and with his associate judges 
sat to try cases. The clerk of the court read the 
charge, the defendant answered it, the city being 
defended by the city attorn e}^ and the defendant by 
his own attorney. Witnesses were called, sworn, ex- 
amined and cross-examined. The associate judges 
retired to consider the case and upon their return the 
verdict agreed upon was rendered by the judge. In 
case the defendant was found guilty the court decided 
upon the punishment and the judge imposed the sen- 
tence and the sheriff enforced the punishment. If 
innocent the defendant was discharged. All these 
proceedings were conducted with the utmost gravity 
and decorum. 

In the primary department the organization was 
practically the same, but of course it was necessary 
that it be in simple form so that the children might 
understand it. Here only the third and fourth grades 
were organized at first as it was thought wise to let 
the second grade want it and ask for it before it was 
given them. This request came in a very few days. 
The children caught the idea beautifully and are now 
organized into a city with the second, third and fourth 
grades as citizens. The matter of granting citizenship 
to the first grade is being seriously considered. Even 
though so young the primary children are learning the 
great principles of government in a practical way and 
make good citizens. 

The Normal department was organized in much the 
same way as the other two departments. The depart- 
ment was divided into ten wards, each double row of 
seats constituting a ward. Each ward held its own 



Moral and Civic Training 45 

primary election in a separate room. At regular 
elections each ward has its own voting booth and ballot 
box in the gymnasium. 

As the students are older the School City is organ- 
ized on a more elaborate plan and the work of the 
several departments of public service, as fire, police 
and public works cover a larger field. 

THE CITY COUNCIL 

(For dvities of the Council, see Charter, Chapter III, Article 3 



In the establishment of a School City, after the 
nominations have been made by the convention comes 
the election of the mayor, president of the city council, 
the city clerk, sheriff, city council and judiciary, and 
possibly some other officers. Sometimes it is desirable 
to complete the organization of the School City in a 
single day, as was the case in our school, as that day 
we could have the advantage of the presence of the 
one who had devised this form of school government. 
We proceeded in this way : Each ward nominated and 
elected, by ballot, a member of a nominating con- 
vention. The ballots were collected in hats. The 
convention then assembled for the purpose of nominat- 
ing a mayor and other city officers. 

While the convention was in session, each ward 
made nominations for its alderman. These nomina- 
tions were voted upon by ballot and the candidate, in 
each ward, having a plurality was proclaimed alderman 
of his ward. 

The convention, when ready, returned to the room 
and its secretary gave its report of nominations. Two 




CLEMENTINE KIRCHENER, 
President of Normal School Cit}'^ Council. 



Moral and Civic Training 47 

tellers were appointed in each ward to collect and 
count the votes. The names of the candidates were 
voted upon by the citizens, the ballots counted, and 
the names of the elected officers announced. Care was 
used to avoid emphasizing the fact that any one was 
defeated, and to check the natural tendency toward 
exultation. 

The council then organized by electing a president, 
pro tempore. . The city clerk is the secretary of the 
council. 

In the work of adopting ordinances the following 
order is observed: The ordinance is introduced by 
a member of the council and seconded by another 
member. After this, it may be referred to a committee 
or not. If not, the unanimous consent of the council 
must be obtained, in order to consider it immediately. 
If so resolved, the council proceeds to its consideration 
and the vote to decide whether it shall pass or not, is 
taken. edith i. grimley. 



THE COURTS 



The judiciary department of the New Paltz Normal 
School State and the School Cities therein, consist of 
three courts, viz: A Court of Appeals and Supreme 
Court in the state and a City Court in each city. Of 
the city courts I shall speak only of one, the city court 
of the normal school city. This city court consisting 
of five judges, elected quarterly, has original jurisdic- 
tion over such offices as are set forth in the code of 
laws, governing the said city. One session of court 
must be held each week but only one judge presides. 




WARREN TAMNEY, 
Chief Justice, Intermediate School City 



Moral and Civic Training 49 

Each judge, however, must hold court, at least, once. 
The school state is divided into three supreme court 
districts. The supreme court has appellate jurisdic- 
tion over cases arising in a city court and original juris- 
diction over cases arising because of a violation of a 
state law. 

The three supreme court judges constitute a court 
which tries cases arising between citizens of two or 
more cities. 

The court of appeals consists of the members of the 
faculty of the Normal School. Recognizing in the 
beginning the power given to our Principal by the state 
authorities, we organized into our cities this court of 
appeals which shall be the court of last resort. 

Method of procedure in an action brought by the 
people of a city against one of its citizens: If a per- 
son causes disorder or breaks an ordinance, he is gen- 
erally kindly asked not to repeat the offence, but if • 
this is not heeded his arrest is made. This is done by 
the officers simply telling the guilty person that he is 
under arrest. The officer after making the arrest re- 
ports to the chief of police, stating against whom the 
charge is brought, the nature of the offense and 
names of witnesses. The chief of police in turn 
notifies the clerk of the court who hands over 
the information to the city attorney and informs the 
judge that there is a case on the calendar. Subpoenas 
are made out by the judge and served by the sheriff 
or a policeman. Serving a summons or subpoena con- 
sists in merely reading it to the person. Failure to 
appear on the part of the defendant makes him liable 
to arrest on a charge of contempt of court. The court 



50 , The Gill System of 

trying a person on this charge would be justified in 
passing on the defendant the limit of punishment, the 
deprivation of citizenship. 

The defendant when he appears for trial has either 
of two courses to follow if it is in a city court, he can 
waive examination pending the session of a higher 
court or he can go on with the trial. If the latter 
course is taken the trial begins after the following 
manner: A jury is formed, if the defendant asks for 
one, and is then sworn in by the presiding judge. The 
trial is conducted as any trial in regular law. If a 
person does not carry out strictly the sentence of the 
court he is liable to arrest for contempt of court. This 
is considered a very grave offence and should be treated 
as such. p. K. 



PRIMARY AND INTERMEDIATE COURTS. 

The judiciary may be organized in either of the 
following ways : 

I. Two courts: One known as the police court, 
consisting of one judge, to try minor cases involving 
an ordinary breach of the school's peace. The other 
the city court, consisting of one judge, to try all 
important offences by a jury of six or twelve pupils, a 
two-thirds vote being necessary to convict. The judge 
will be the interpreter of the law, the jury decides the 
facts in the case. 

The police judge is appointed by the mayor. The 
city judge is elected by the citizens. Each judge 
appoints a clerk of the court. 



Moral and Civic Training 51 

2. One court only, to wit, the city court, consisting 
of one judge as above, who tries by jury. 

3. A bench of fire judges, but no jury. One pre- 
sides but all listen to the testimony and retire like a 
jury to deliberate and arrive at a decision. The 
judges take turns at presiding. They are elected by 
ballot, and appoint a clerk of the court. 

4. A chief judge elected by whole city and an 
associate judge from each ward. The chief judge 
presides and the decisions are made by the whole 
court air members of which retire and deliberate like 
a jury. (Used in our Intermediate and Primary School 
Cities). 



COURT PROCEDURE 



When a citizen transgresses some regulation of the 
city, the policeman of his ward says to him by way of 
arrest: "You may appear at the next meeting of the 
court." At the appointed time the court is opened by 
the judge who taps a bell and says: ''The court will 
come to order." He then turns to the clerk and says: 
" The clerk will please call the first case." The clerk 
reads the name of the accused and then reads the 
charge. The court instructs the accused that he is en- 
titled to counsel, and if he desires it, time is given to 
secure same, and an officer generally acts as messenger 
to secure the attorney. If he says he does not want 



52 The Gill System 

counsel the judge addresses the accused, "You have 
heard the charge, are you guilty or not guilty?" If the 
answer is "guilty" he then directs the city attorney to 
read a detailed statement of the misdemeanor. The 
judge then turns and asks: "Have you anything to 
say why sentence should not be passed upon you?" 
This is sometimes answered by an attorney rising and 
asking for leniei cy on account of extenuating circum- 
stances which he explains. Then the judge requests 
the court to ask any questions they may wish. After 
this the court retires and consults concerning the pun- 
ishment. Upon their return the judge pronounces the 
sentence, the offender standing to receive it. 

If the plea is "Not guilty," the city attorney out- 
lines his case and calls witnesses. These witnesses 
take the following pledge, answering "Yes" to the 
question asked by the clerk, "Do you on your honor as 
a citizen promise that the evidence tuat you shall give 
in the matter of difference between the people of the 
School City [or State] and , the defend- 
ant, shall be the truth, the whole truth, and nothing 
but the truth?" They are then examined and cross-ex- 
amined. The defendant's attorney follows the same 
line of action and presents his case to the court. After 
him the city attorney sums up the case, the judges 
retire and deliberate as before. The verdict is brought 
in and the punishment assigned. After all cases are 
disposed of the judge declares the court adjourned. 

It is the sheriff's duty to attend to the enforcement 
of the sentences. 

The defendant may demand a trial by jury, in which 
case the trial is adjourned for a sufficient length of time 



54 The Gill System of 

to allow the jury to be drawn. The jury is selected 
by the justice drawing twelve names from the jury box 
in which have been deposited on separate slips the 
names of all the qualified jurors in that court. A list 
of this twelve names is given to an officer of the court, 
who notifies each person named to appear at the time 
to which the cause is adjourned. On the day of trial 
six of the twelve persons selected act as a trial jury. 
The attorneys for the prosecution and for the defense 
have a right to examine each juror as to his qualifica- 
tions and may object to any juror for cause, the objec- 
tion to be ruled upon by the judge. After six jurors 
have been selected they answer ''Yes" to the following 
question: "Do you solemnly promise to try the mat- 
ter of difference between the people of this School State 

and , the defendant herein and a true 

verdict render in accord with the evidence ?" They 
are then put in charge of the sheriff or constable who 
is required to make the followin<g affirmation, the clerk 
saying, *'You shall well and truly keep every person 
sworn on this jury in some private and convenient 
place, without meat or drink, water excepted; you shall 
not suffer any person to speak to them, nor speak to 
them yourself, without leave of the court, except it be 
to ask them whether they have agreed on the verdict, 
until they have agreed on their verdict." 
The sheriff or constable answers "I will." 



COURT CRIES 

Following is the proclamation used on opening the 
Court: " Hear, ye! Hear, ye ! Hear, ye ! All manner 



Moral and Civic Training 55 

of persons that have any business to do at this Court 
held in and for the School City [or State] let them 
draw near and give their attendance and they shall be 
heard." 

Then follows this cry to the Sheriff: "Sheriff of 
this School City [County or State] return the writs 
and precepts to you directed and delivered, and return- 
able here this day, that the Court may proceed 
thereon ! " 

At the adjournment of Covirt the crier proclaims: 
" Hear, ye ! Hear, ye ! Hear, ye ! All manner of per- 
sons who have any further business to do at this 
Court, may depart hence and appear here to-morrow 
morning at 9 o'clock, [give right time] to which time 
this court is adjourned." 

These cries are not generally used in the lowest 
courts, but if desired, may be in all courts of the 
School City and State. 



POLICEMEN AND THEIR DUTIES. 

One of the most important factors in au organiza- 
tion whose success depends primarily upon its existing 
condition of law and order is the competent officer 
who, at all times, may be considered faithful in the 
execution of his duties. 

The policemen, considered as such, are then valuable 



56 The Gill System of 

adjuncts of our institution. Upon them rests a great 
responsibility and. the end which they are aiming to 
accomplish is the maintenance of law and order 
throughout the school. 

The policeman is very often thought of by many as 
an officer, who, in a greater or less degree assumes the 
role of a spy, or of that nature, at least; but these 
people are in error, for the relation that he bears to 
society is not in the nature of a hindrance, but rather 
of an aid, and indeed a very valuable one. 

When he enters upon his duties he should compre- 
hend the significance and importance of his position. 
He has, as it were, taken a pledge to help bring about 
a peaceful state of affairs and with that idea prevailing 
it is his chief business to see to it that this aim is 
accomplished. 

How then, can he be faithful to his trust without the 
hearty co-operation of his fellow students ? Between 
the policemen and the citizen there should exist a 
strong bond of sympathy and fellow feeling, the latter 
resolving to direct his best energies in bringing about 
as nearly an ideal standard of discipline as possible, 
to realize that this is the only way of obtaining the 
desired result, in so far as our success as a School City 
depends. 

So then, banded together, policeman and citizen as 
©ne, we shall surely be successful in our efforts to 
make the New Paltz Normal School cities the best and 
most helpful of their kind. 



Moral and Civic Training 57 

ELECTION DAY 

(See Constitution, Art. II ; Charter, Chapt. II, Art. 3 ) 



It is said that at all times in history there hovers in 
the air just above the heads of the people, a certain 
lofty, grand sentiment. At rare intervals, after a time 
of struggle and education some one rises above the 
common people ; with a firm grasp he lays hold upon 
this undefined, agitated idea and soon it is embodied in 
reality, henceforth to work wonders in the affairs of 
men, changing from failure to success the common 
actions of a common people. Above the educational 
world of to-day there hovered a thought, a problem, a 
sentiment of patriotism. A firm grasp has laid hold 
upon it, and embodied it in the School City to w^ork 
wonders in the affairs of the people. 

In all the magic of this organization there is perhaps 
none which tells more upon character than the elections. 
On the twentieth of March we held a special city elec- 
tion. Each ward held its primary meeting and elected 
members of a nominating convention which nominated 
two candidates for each city office. A commendable 
discretion was shown by this convention. In further 
preparation for the day, inspectors were chosen, booths 
constructed and ballots printed. Following is a copy 
of our "Australian ballot: " 

NORMAL SCHOOL CITY ELECTION, 
March 20, 1900. 

TO VOTE FOR A CANDIDATE FOR ANY OFFICE PUT AN (x) MARK IN THE 
SPACE AT THE LEFT OF HIS NAME. 

TO VOTE FOR A CANDIDATE WHOSE NAME DOES NOT APPEAR ON THIS BAL- 
LOT WRITE HIS NAME IN THE BLANK SPACE UNDER THE TITLE OF 
THE OFFICE AND PLACE AN (X^ IN THE SPACE AT THE LEFT OF HIS 
NAME. 

USE BLACK PENCIL ONLY TO MARK FALLOT. 



58 The Gill System of 

ANY OTHER MARK THAN INDICATED OR ANY ERASURE WILL RENDER THIS 

BALLOT VOID. 
IF YOU TEAR OR DEFACE OR WRONGLY MARK THIS BALLOT, RETURN IT TO 

THE INSPECTORS AND OBTAIN ANOTHER. 
VOTER SHALL FOLD BALLOT AS IT WAS WHEN HE RECEIVED IT. 





For President of City Council (vote for one.) 
ALMA P. RYDENE. 




FRED THORNE. 


. 




For Judges (vote for two. ) 
FRANCES STEVENSON. 


MABELLE LEE. 


CAROLYN MORRISON. 




PATRICK KING. 








For City Treasurer (vote for one. ) 
ALICE DEAN. 


ANNA MILLER. 







Moral and Civic Training 59 

During- the three hours allowed for the voting, one 
voter at a time went into the booth provided for his 
ward, and marked his ballot. He then returned to the 
inspector for that ward and deposited his ballot. The 




AT THE BAR OF JUSTICE - PRIM ARY SCHOOL CITV COURT 



presence of several policemen meanwhile added dignity 
to the scene. 

It was indeed, an interesting specta le which the 
gymnasium presented on that election day, and we are 
sure that all educators, who realize the need of teach- 
ing true citizenship would have been thrilled by the 



6o The Gill System 

sight. But do you ask, what is the real meaning of 
this, what is the lasting value which will come to the in- 
dividual with this privilege of voting ? Just this, the 
cultivation of what must be a prominent characteristic 
in any truly educated person — the power of estimating 
moral values. As the conscientious voter enters the 
balloting hall, he feels that the most sacred right of 
citizenship is his. Two elements go to make up this 
feeling, first the sense of freedom. With the ballot in 
his hand, the voter is absolutely free to express his 
desires and to defend his mind's dictates. "I, free- 
dom, dwell with knowledge. I abide with men by cul- 
ture trained and fortified. Conscience my sceptre is, 
and law my sword. " 

Along with this goes a sense of personal responsi- 
bility. How shall he use his vote for the best good of 
the city, of the state ? It is truly a test time and life's 
test times are serious. At such a time the good citizen 
to make his vote effective for good needs an intelligent 
understanding of his country's needs, but he needs no 
less the power to judge fairly his fellows. Otherwise 
how shall the qualified person be placed in office, how 
the necessary duties performed, how shall the govern- 
ment be raised to higher and still higher usefulness ? 

Any institution that attempts to train young men 
and women should not fail to inspire in them loyalty 
and patriotism. This our School City and School State 
are doing. Let us as students meet every election day 
with the exercise of active virtues, with high resolves 
and noble decisions. l. s. 



PART III — THE ORGANIZATION 



CHARTER OF THE NORMAL SCHOOL CITY 



AN ACT 

To provide for the organization and government of the Normal 
School City of New Paltz, N. Y. 

The principal and faculty of the New Paltz State Normal and 
Training School of the State of New York in regular meeting 
assembled, enact as follows : 

CHAPTER I 

OBJECT, NAME, BOUNDARY, WARDS, POWERS, RIGHTS AND 
OBLIGATIONS 

Article I Object 

The object of the School City is by practical means to raise the 
quality of citizenship to the highest standard ; to mcrease the hap- 
piness of student life ; to add effectiveness to the teacher's work ; 
to set forth in clear relief, before teachers and students the great 
object of education, which is that the individual shall be led to 
form the habit of thinking and of acting toward others honestly 
and generously, and under all circumstances to govern himself 
fearlessly and wisely : 

First. By engrafting into the character and habits of all its 
citizens the principle of the Golden Rule, the necessary foundation 
of all successful popular government. 

Second, By leading its citizens to more fully appreciate and 
utilize the benefits of education and other privileges of American 
citizenship. 

Third. By leading its citizens to use carefully and economically 
the books, supplies and other property entrusted to them, both for 
the public thrift and that by means of a wholesome public spirit, 
their characters shall be guarded from injury by their being made 
recipients of such bounties. 

Fourth. By training its citizens in the ordinary duties of Amer- 
ican municipal, state and national citizenship. 

Fifth. By affording instructors and students the opportunity to 
check every tendency toward wrong thinking and acting. 



Moral and Civic Training 63 

Sixth. By getting such good for the community as may be 
gained by enhsting the active co-operation of the students with the 
pubHc authorities for various purposes : such as preventing the 
littering of the streets and the defacing of private and pubhc prop- 
erty, and improving the health and aesthetic conditions of the 
homes and public places. 

Sevetith. By relieving instructors of the police duty of school 
government, that their undivided attention may be given to the 
work of instruction and inspiration, and thereby to give them fuller 
opportunity to lead their students to the attainment of a higher 
scholarship, and a more noble character. 

Article II Name and Territory 
Section i The name of this School City shall be the Normal 
School City of New Paltz, N. Y. 

Sec. 2 The territory comprising the School City shall be the 
school building and yard, including all rooms, halls and parts 
connected therewith, wherein citizens of the City may be. 

Article III Wards 
Section i The City shall be divided into to wards. The first 
double row of seats on the west side of the Normal Chapel shall 
be known as the first ward, and each double row of seats there- 
after shall be known as a ward and numbered accordingly. 

Article IV Pozvers of the City 

Section r The City shall be a body politic, with legislative, 
executive, and judicial powers within the bounds and in harmony 
with the laws of the state in which it is, located, subject to the 
approval of the principal who is responsible to the state for the 
condition of the school. 

Sec. 2 The City shall have the right to nominate its citizens to 
office and to elect them to be officers of its government. 

Article V Duty of the City 
Section i It shall be the duty of the City to maintain such 
order as is necessary for the best interests of the school and justice 
for every citizen. 

Article VI Citizens : rights, etc. 
Section t Every person who becomes a student in the Normal 
or Academic department of this school on or after September 12th, 
1900, and every student now in the aforesaid departments who 
signed the petition asking for the granting of this charter shall be 
citizens of the City. Any other student of the aforesaid depart- 
ments may bec<'me a citizen of the City upon stating such a desire 
to the mayor. 



64 The Gill System of 

Sec. 2 It is the right of all citizens to go to school, attend, and 
return peaceably and unmolested, and to pursue school work 
without any manner of interruption by any citizen. 

Article VII Duties of Citizens 
Section i It shall be the duty of every citizen to vote on every 
public question when there is opportunity ; to use his or her judg- 
ment for the good of all when voting ; to put forth his or her best 
endeavors in a legal way to secure for every citizen fair and just 
treatment under all circumstances ; to observe the laws and assist 
others to observe the same, and by every reasonable means pro- 
mote the well-being of every citizen and ihe general good of the 
school and of the community in which it is located. 

CHAPTER II 

OFFICERS, NOMINATIONS, AND ELECTIONS 

' Article I Officers and terms 

Section i The officers of the City shall be a Mayor, President 
of the City Council, Sheriff, Attorney, Treasurer, ten Alderrnenand 
five Judges. 

Sec. 2 One aldermen shall be elected by each ward of the City. 
All other officers named in this article shall be elected by the 
.whole City. 

Sec. 3 The terms of all officers named in this article shall begin 
on the day following their election and continue for ten weeks, or 
until their successors have been chosen, but no person shall hold 
two offices at the same time. 

Article II Nominations 

Section i Nominations may be made by petition or by conven" 
tion. 

Sec. 2 Nomination of a citizen may be made by a petition 
when it shall have been signed by one-tenth of the citizens who are 
to be represented by the said candidate, if elected, the said petition 
being approved by the principal of the school. 

Sec. 3 Each ward shall hold a primary election at least 
three days, and not more than lo days before each general elec- 
tion and choose one of its citizens to represent it in a nominating 
convention. 

Sec. 4 The nominating convention shall meet at least two days 
before each general election at a place and time designated by the 
Mayor, and organize by electing a chairman and secretary. The 
convention shall then choose two candidates, for each of the offices 
named in this chapter, to be voted for at the general election. A 
report of all nominations shall be made by the secretary of the 
convention, and posted on the bulletin board within at least one 
hour alter the convention has adjourned. 



Moral and Civic Training 65 

Article III Election 

Section i A general election shall be held the second Wed- 
nesday of each half term at which time all the officers mentioned 
in this chapter shall be voted for. 

Sec. 2 The manner of voting and method of counting the votes 
shall be in accordance with provisions made by the City Council. 

CHAPTER III 

LEGISLATIVE DEPARTMENT 

Article I Power ; members, etc. 

Section i The legislative power of the City shall be veste-d in a 
single house to be known as the City C( uncil. 

Sec 2 The City Council shall consist of the President of the 
Council and one Alderman from each ward as hereinbefore pro- 
vided. 

Sec. 3 A majority of all the members elected to the Council 
shall counstitute a quorum. 

Sec. 4 The City Council shall meet the first Monday after the 
general election, at which time they shall elect a Vice-Chairman, 
whose duty it shall be to act as President of the City Council, when 
that officer is for any reason unable to pt- rform the duties of his 
office. Special meetings of the City Council may be called by the 
President of the Council or at the written request of a majority of 
the members elected. 

Arii le II Represe^itation in council 

Section i Each ward is entitled to elect one of its citizens to 
represent it in the City Council. 

Sec. 2 The mayor and every ex-mayor of the City, as long as 
they remain citizens of the City, shall be entitled to a seat in the 
Council and to participate in discussions, but they shall not be 
entitled to a vote. 

Article III Power of Council, etc. 

Section i The City Council shall have power to enact such 
ordinances and resolutions for the good of its cittizens as will not 
conHict with the higher authorities. 

Sec 2 Every legislative act of the City Council shall be by 
ordinance or resolution. No ordinance shall be passed except by 
a majority of all the members elected. 

Sec 3 Every ordinance or resolution shall, before it takes 
effect, be presented duly certified to the mayor for his approval. 
If he approves it, he shall sign it. If he disapproves it, he shall 
specify his objections thereto in writing and return it to the City 
Council within three days. If he does not return it with such dis- 
approval within the time specified, it shall take effect as if he had 
approved it. In case of disapproval, the objections of the mayor 



66 The Gill System 

shall be entered at large on the journal of the City Council ; after 
two days and within ten days after its return, the Council shall pro- 
ceed to reconsider and vote upon the same. If it shall be passed 
by at least two-thirds of all the members elected, it shall take 
effect. 

Sec. 4 The City Council may at any time establish other 
departments not named in this instrument. 



CHAPTER IV 

EXECUTIVE DEPARTMENT 

Article I Mayor, etc. 

Section i The mayor shall be the chief executive officer of the 
City, He may be re-elected, but not at three successive general 
elections. 

Sec. 2 Whenever for any reason the mayor is unable to per- 
form the duties of his office, the president of the City Council shall 
act as mayor. 

Article II Duties of Mayor 

Section i It shall be the duty of the mayor: To communicate 
to the City Council at its regular meeting a general statement of the 
government and improvement of the City. 

Sec. 2 To recommend to the City Council all such measures as 
he deems expedient. 

Sec. 3 To keep himself informed of the doings of the several 
departments. 

Sec. 4 To be vigilant and active in causing the ordinances of 
the City to be executed and enforced, and for that purpose he may 
call together for consultation and co-operation any or all of the 
heads of departments. 

Sec. 5 To appoint a City Clerk, whose duty it shall be to take 
the minutes of the City Council; deliver ordinances passed by the 
Council to the mayor, return them to the Council, certify to all 
ordinances passed and keep the papers and records of the City not 
kept by heads of departments. 

Sec. 6 To appoint commissioners and heads of departments 
except as otherwise provided in this act. 

Sec. 7 And generally to perform all such duties as may be pre- 
scribed for him by this act and the City ordinances. 

Sec. 8 All appointments made by the mayor shall be approved 
by the City Council, and for this purpose the mayor may convene 
the Council at any time. 



Moral and Civic Training 69 

CHAPTER V 

ADMINISTRATIVE DEPARTMENTS 

Ar'icle / Names of departments 
Section i There shall bt- the fi>llowinK administrative depart- 
ments: 

1 Deparinient of Order or Police. 

2 ' ■■ Public Works. 

3 " " Health. 

4 " " Finance. 

5 Fire D^ p irtment. 

Sec. 2 The head of .ach of these departments excepting the 
department of finnnce, shall i^e one commissioner appomted by the 
mayor as hereinbefore piovidc^d. They shall hold office until their 
successors are chosen unles-^ removed by the mayor for cause. 
Article II Duties of heads of departments 

Section i It shall be the duty of the Pohce Commissioner to 
appomt (me Chief of Police and as many more p> .licemen as the City 
Council shall direct. Tneir term of office shall be fixed by the 
City Council. 

Sec 2 The Conmiissioiu r of Public Works shall have charge of 
all public works suc!i as: the bi-weekly socials and any other duties 
provided by the City Com cil. 

Sec. 3 He may a )po,nt a-si>tants whose term of office shall be 
fixed by the City Council. 

Sec. 4 The Health Conmiissioner shall have general charge of 
the sanitarv conditions (fihe City and may devise and suggest 
plans to improve the same, and perform oiher duties provided by 
the City Council. 

Sec. 5 The Finance Department shall have control of such 
financial concerns ; s may be assigned to it by the City Council. 
The head of this dep nt nent -hall be the Treasurer of the City. 

Sec. 6 Th • Fire Commissioner shall be the chief of the fire 
department and may organize s. me as provided by the City 
Council. 

Sec. 7 All heads of departmei.ts, sh^ll, at the expiration of 
their term of office, re.idcr a written report to the City, which 
report shall be delivered by the heads of departments to the City 
Clerk. 

CHAPTER VI 

JUDICIARY department 

Article I Courts 

Section i The Judiciary Department of the City shall consist 
of two courts, viz. : the City Court and the Court of Appeals. 

Sec. 2 The Citv Court shall consist of five judges elected as 
hereinbefore provided. 



70 The Gill System of 

Sec. 3 The Court of Appeals shall consit of the faculty of the 
Normal school, the chief judge ot which shall be the principal of 
the school. 

Article II Duties of City Judges 

Section i The judges of the City Court shall hold court singly. 

Sec 2 The day following their election, the judges of the City 
Court shall meet an'd determme the times and places of holding 
court, and which judge shall preside over each session. One ses- 
sion of court shall be held at least as otten as once each week, and 
each judge shall hold court at least once. 

Article III Jurisdiction, Power to Summon, etc. 

Section i The Courts shall have jurisdiction over all cases of 
violation of the laws and ordinances, made in accordance with this 
instrument. 

Sec. 2 The Courts shall have power to summon any accused 
person before them. 

Sec. 3 If any accused person so demand, in the City Court, the 
judge presiding shall grant them a trial by jury. The jury lists and 
methods of drawing the same shall be determined by the City 
Council. 

Sec. 4 No person shall be denied the right to have his interests 
defended by an attorney. 

Sec. 5 Any person found guilty by the City Court may appeal 
his case to the Court of Appeals. 

Sec. 6 It shall be the duty of every judge to pass sentence 
upon the accused as soon as he is found guilty and to discharge 
any accused person found innocent. 

CHAPTER VII 

DUTIES OF SHERIFF AND ATTORNEY 

Article I Sheriff 

Section i It shall be the duty of the Sheriff to notify all 
persons whose duty it is to appear before a court, in a manner 
prescribed by the City Council ; and to enforce the laws. 

Article II Attorney 
Sec. I The Attorney shall defend the interests of the City in 
all cases ot law and equity not inconsistent with any provisions of 
this charter. 

CHAPTER VIII 

AMENDMENT AND RATIFICATION 

Article I Amendment 

Section i This instrument may be amended at any time by a 
three-fourths vote of all the members elected to the City Council 



Moral and Civic Training 71 

provided the amendment be ratified by a majority vote of those 
voting when referred to the Cit y for that purpose, and approved 
by the principal of the school. 

Sec. 2 This charter shall take effect when ratified by a major- 
ity of the votes cast, when referred to the City for the purpose of 
ratification, and approved by the principal of the school and 
signed by the mayor. 

Approved, MYRON T. SCUDDER, Principal. 
February 12th, 1900. SEMAN W. HASTINGS, Mayor. 

AMENDMENTS TO CHARTER 

ARTICLE I 

THE REFERENDUM 

Section i. The provisions of this article are operative in only 
the second half of each school year when all provisions of this 
charter which conflict herewith shall be inoperative. 

Sec. 2. Every law adopted by the city council shall go into ef- 
fect six school days after receiving the mayor's signature. As 
soon as it is signed by the mayor it shall be posted in a public 
place. If within four school days a petition signed by five per 
cent, of the voters shall be presented to the city clerk, asking that 
such law be submitted to a vote of the citizens, the clerk shall is- 
sue a notice of a special election to be held two school days later. 
At this election voters who favor the law shall vote YES; voters 
who oppose it shall vote NO. The city clerk shall count the votes 
according to the law in other elections and shall announce the re- 
sult. If a majority votes Yes, the law shall go into effect. It a 
majority votes No, the law shall have no effect. 

ARTICLE II 

THE INITIATIVE 

Section i. The provisions of this article are operative in only 
the second half of each school year when all provisions of this 
charter which conflict herewith shall be inoperative. 

Sec. 2. Any citizen may draft a proposed law or " bill " in the 
exact words in which he wishes it adopted. If five per cent, of the 
citizens sign a petition asking that this bill be submitted to a vote 
of the citizens, the clerk shall post a copy of the bill and ^hall give 
notice of an election to be held six school days later. At this 
election voters who favor the bill shall vote YES; voters who op- 
pose it shall vote NO. The clerk shall count the votes and de- 
clare the result, as in other elections. If a majority is found in 
favor of the bill it shall be declared a law and shall go into effect 
at once. Ifa majority is found in opposition it shall be rejected, 
and no similar bill can be again f rest nttd for cne month. 



72 The Gill System 

ARTICLE III 

PROPORTIONAL REPRESENTATION 

Section i. The provisions of this article are operative in only 
the second half of each school year when all provisions of this 
charter which conflict herewith shall be inoperative. 

Sec. 2. The Board of Aldermen shall be elected on one ticket 
for the entire city, in the same way as the mayor, and not by wards 
or districts. 

Sec. 3. Nominations shall be by petition submitted to the city 
clerk. A petition shall have at least ten signatures. Each peti- 
tion shall prest nt the names of as many candidates as the peti- 
tioners choose, less than the total number to be elected. The same 
candidate shall not appear on more than one ticket. The petition 
shall also add the name of an election judge. 

Sec. 4. The city clerk shall publish the list of cai didates. 

Sec. 5. Each voter has as many votes as there are candidates 
to be elected. He can cumulate his votes as he pleases. He can 
give all his votes to one candidate; or he can scatter his votes in 
any way he pleases. 

Sec. 6. All the election judges of the different parties shall 
meet with the city clerk as an election board. They shall count 
the votes and publish the results of the election as follows: 

(i) They shall prepare a list of candidates and find the total 
number of votes cast for each candidate. 

(2) They shall add together the votes of all the candidates on 
the same party ticket, in order to find the number of votes cast 
for each party. 

(3) They shall add together the votes of all parties in order to 
^nd the total number of votes cast. 

(4) They shall divide the total number of votes cast by the 
number of candidates to be elected. The result shall be known as 
the " electoral quotient. ' ' 

(s) They shall then divide the vote of each party as ascertained 
above (See No. 2) by the electoral quotient. The result shall in- 
dicate the number of candidates elected by each party. In case 
this division does not come out even, the remaining candidate 
goes to the party having the highest remainder. 

(6) The successful candidate? on each party ticket are the ones 
who have the highest number of votes on each ticket up to the 
full number of candidates to which the party is entitled. 

Adopted April 13th, 1900. 

SEMAN W. HASTINGS, Mayor. 
JANET O. ROBSON, City Clerk. 
April 13, 1900. Approved, MYRON T. SCUDDER, Principal. 




SEMAN W. HASTINGS 
Mayor of Normal School City 



74 The Gill System of 

MAYOR'S MESSAGE 



To the first City Council of the Normal School City of 
Nezv Paltz, N. V. 

CouNciLMEN : Since our charter has been duly 
granted and adopted, and since by certain sections in 
the charter the duty of making laws and ordinances 
and providing for departments of public service, ways 
and means of holding elections, etc., has been entrusted 
to you : therefore in accordance with the duties im- 
posed upon me by the charter, I beg to submit the 
following statements and recommendations concerning 
our city : 

Although our city has been established but a short 
time and in this brief time conditions favorable to 
continued success have been attained, still there is 
much to be done in order that these conditions may 
continue. Since the city council is elected by the 
people and is the voice of the people, great responsi- 
bility rests upon you to give your city such laws and 
ordinances as shall be for its greatest good, as popular 
government is government of the people, by the 
people, for the people. 

I wish now to call your attention to the different 
sections in our charter which entrust to you these 
duties and also to offer such suggestions as seem 
necessary. 

(i) In accordance with Section 2 of Article III of 
Chapter II, you are to provide for the manner of hold- 
ing elections, counting and recording ballots, etc. I 
beg to recommend that you provide a secret system of 
voting, including blanket ballot, booths, ballot boxes, 
etc. ; that each ward constitute an election district ; 
that the polls be kept open on all election days at least 
from 9 A. M. till 3 p. M., and that provision be made for 
at least two inspectors of election from each ward. 



Moral and Civic Training 75 

(2) Your attention is directed to Section 4 of Article 
I of Chapter III, which requires you to elect a vice- 
chairman. 

(3) I recommend that you make an ordinance deter- 
mining- the number of policemen and term of office, as 
directed by Section i of Article II of Chapter V. 

(4) I recommend that you fix the term of office of 
the assistants of Commissioner of Public Works. Such 
term it would seem, should be not less than five weeks. 
Your authority for doing this is Section 3 of Article II 
of Chapter V. 

(5) I ask that you make an ordinance directing- the 
Financial Department to collect, hold, and pay out any 
moneys coming to the city, and especially those coming 
from the bi-weekly entertainmeuLS. Your authority 
for so doing comes from Section 5 of Article II of 
Chapter V. 

(6) I recommend that you pass an ordinance pro- 
viding for the organization of a Fire Department, in 
accordance with Section 6 of Article III of Chapter V. 

(7) Section 3 of Article III of Chapter VI, provides 
that you determine the manner of making lists and 
■drawing juries. I recommend that this have your very 
■careful and immediate consideration. 

(8) I recommend that in accordance with Section i 
■of Article I of Chapter VII you prescribe the manner 
by which the Sheriff shall notify all persons whose duty 
it is to appear before the court. 

In addition to the above ttie following suggestions 
merit your careful consideration : 

(i) In my judgment Sections 5 and 6 of Article III 
■of the laws passed by the student body previous to the 
•organization of the School City, concerning tardiness 
and unexcused marks of absence and tardiness, should 
l)e reaffirmed by you and incorporated into an ordi- 
nance. 

(2) Provision should be made by you for closing 
Chapel doors in the morning at the beginning of Chapel 



76 The Gill System of 

exercises and opening them at the close of same; also 
for numbering all ordinances and laws pissed by the 
City Council; and for the publication and filing of all 
laws, ordinances and reports. 

(3) An ordinance should be passed concerning order 
in different parts of the building, especially in Chapel, 
halls and reading rooms. All laws should be specific. 
I consider this a vita/ point; please give it your very 
careful attention. 

(4) Each law or ordinance should be accompanied by 
a penalty which should be fixed by you within stated 
limits. I recommend that these limits shall be: Not 
less than a reprimand by the judge nor greater than 
expulsion from the School City. 

(5) In my judgment special penalties should be im- 
posed upon officers who neglect their duties, as an offi- 
cer neglecting his duty is directly injuring the citizens. 

In conclusion, I wish you to act upon the following 
at once, as I consider them necessary for the immedi- 
ate needs of the city and citizens: Election laws, jury 
laws and laws concerning the general order of the city, 
also the laws concerning the number of policemen and 
their term of office. 

SEMAN W. HASTINGS, 

13 March, 1900. Mayor. 



ORDINANCES 
OF THE NORMAL SCHOOL CITY 

T/te Citizens of the Normal School City represented in 

City Council^ do enact as follows : 

ORDINANCE i— PRIMARY ELECTION 

Article I Order 

Section i Primary election shall be conducted with order and 

decorum. 

Sec 2 Any person who fails to observe this law shall be 
denied the privilege of voting. 



Moral and Civic Training 77 

Ai'ticle II Officer's 
Section i The officers elected at the primary election shall be 
as follows : 

( 1 ) Chairman of the ward. 

(2) Secretary of the ward. 

(3) One representative to the nominating convention. 

(4) Two mspectors o election. 

Sec 2 None but citizens shall have a right to hold office. (See 
Charter, Chap. I, Art. IV, Scc. 2). 

Article III Voting 
Section i Place. 

First Ward primaries shall be held in Science room 

Second " " " " Drawing " 

Third " '' " " English " 

Fourth " " *' " Greek and Latin room 

Fifth " " " " Mathematics 

Sixth " " " " French and German " 

Seventh *' " " " Methods " 

Eighth " ** " '* Prelim. Academic ,, 

Ninth " " " " Primary Gymnasium 

Tenth " " " " Normal Chapel 

Sec. 2 A plurality vote shall decide all questions. 
Sec 3 The chairman of each ward shall appoint two tellers to 
take charge of the voiing at the primary meeting. 

Note - Inspectors of election have no jurisdiction in this 
election. 

Sec. 4 Each ward shall submit two reports, one to the city 
clerk and one to the city, which shall be posted upon the bulletin. 

A7'tiGle IV Time 
Section i As provided by Charter, in Chapter II, Article II 
Section 3. 

ORDINANCE 2— NOMINATING CONVENTION 
Article I Members 
Section i Members shall consist of one citizen from each ward 
who shall have been eltcted at the primaries. 

Article II Duties 
Section i To nominate candidates for the following offices : 
For mayor, two (2) candidates. 
For president of city council, two (2). 
For sheriff, two (2;. 
For attorney, two (2). 
Forjudges, ten (10). 
For city treasurer, two (2). 



78 The Gill System of 

At'ticle III Time 
Section i As provided by Charter, in Chapter II, Article II, 
Section 4. 

Article IV Voting 

Section i A plurality vote shall decide all questions. 

Article V Result 
Section i As provided by Charter, in Chapter II, Article II, 
Section 4. 

ORDINANCE 3— GENERAL ELECTION 
Article I Time and Place 
Section i Time as provided in Charter, Chapter II, Article III, 
Section i, from 12,15 to 4.00 p. m. (Subject to change). 
Sec. 2 Place. Normal Gymnasium. (Subject to change). 

Article II Registration 
Section i All citizens must register for voting before each 
election. 

Sec. 2 Registration may be made during the two (2) school 
days preceding the general election, between the hours of 9.00 a.m. 
and 3.00 p. M. 

Sec. 3 The inspectors of election will take charge of registra- 
tion in their respective wards. Each of. the inspectors of each 
ward shall keep a list of the names of those who register. 

Article III Voting 

Section i Only citizens who have registered previous to the 
election may vote. Each citizen shall cast but one vote. 

Sec. 2 Inspectors shall have charge of voting, shall count the 
votes in their respective wards, and shall submit a report of said 
election to the clerk, who shall in turn submit the total returns to 
the principal and also post a copy of the same on the bulletin. 

Sec. 3 A copy of the official ballot may be seen by applying to 
the City Clerk. 

Note — The Australian form of ballot is used by this city. 

Sec. 4 The arrangement of ballot boxes and voting booths shall 
be left to the Mayor. 

Sec. 5 No two voters shall be allowed to be in the same booth 
at the same time. 

Sec. 6 On entering the booth the voter must mark his ballot 
according to the directions prescribed thereon, and before leaving 
the booth he shall fold the ballot as it was when he received it. 

Sec. 7 No voter shall be allowed to remain longer than three 
(3) minutes in a booth, nor shall any voter be allowed to use more 
than three (3) ballots in all. 



Moral and Civic Training 79 

If a ballot is spoiled, it must be returned to the Inspector. 

Sec. 8 An erasure, or any mark, except as provided for on the 
ballot, shall render the ballot void. Inspectors shall cast out all 
such ballots. 

Sec. 9 Inspectors shall be held accountable for the total number 
of ballots intrusted to them. 

Sec. io The name of a voter, as said voter deposits his ballot, 
shall be checked on the registration books of his ward by both 
inspectors. 

Sec. II Any person who shall violate any section of these laws 
shall be denied the privilege of voting. 

ORDINANCE 4— POLICE DEPARTMENT 
Article I Officers 
Section i The department shall consist of a commissioner, a 
chief of pohce and 20 policemen. 

Sec. 2 The Police Commissioner shall be appointed by the 
Mayor. See Charter, Chapter V, Article I, Sections i and 2. 

Sec. 3 The Chief of Police and 20 policemen, two from each 
ward, shall be appointed by the police commissioner. 

Article II Duties 

Section i For duties of Police Commissioner, see Chapter V, 
Article II, Section i. 

Sec. 2 It shall be the duty of the Chief of Police to call all 
meetings of the police force and to see to it that each policeman 
properly performs his duties. When he is notified of an arrest, he 
shall notify the city judge holding court at that time. He shall 
detail a sufficient force to maintain order at general elections. 

Sec. 3 It shall be the duty of each policeman to arrest any 
person who is found violating any law or ordinance of the city 
within city limits. After the offender has once been warned, or if 
the offense merits instant arrest in the judgment of the policeman, 
he shall make such arrest without previous warning to the 
offender. Furthermore, the officer shall report the arrest to the 
Chief of Pohce. 

Article III Time 

Section i Policemen shall hold office for two weeks after 
their appointment. 

Article IV Penalty 

Section i Neglect of duty shall be considered a misdemeanor 
and shall be tried by the court. 



8o The Gill System of 

ORDINANCE 5— HEALTH DEPARTMENT 
Article I Department in General 

Section i The department shall consist of a Commissioner as 
head and three othtr members, and shall be known as the Board 
of Health. 

Sec. 2 The Health Commissioner shall be appointed by the 
Mayor according to Chapter V, Article I, Sections i and 2 of the 
Charter. 

Sec. 3 The three other members shall be appointed by the 
Health Commissiontr. Such appointments must be approved by 
the City Council. 

Article II Duties'^ 

Section i For duties of the Health Commissioner, see Charter, 
Chapter V, Article II, Section 4. Al.-o he shall take general charge 
of ventilation in chapel and halls. 

Sec. 2 A committee shall be appointed by the department to 
take charge of venlilatnig the toilet and cloak rooms. 

Sec. 3 The other members of the board shall faithfully assist 
the Commissioner in all duties and shall have a voice in all matters 
whicli may come before the board. 

Sec. 4. Penalty for neglect of duty. See Police Department, 
Article IV, Section i. 

Article III Term of Office 

Section i The Health Commissioner shall hold office ten (10) 
weeks, unless removed by the Mayor for cause. 

Sec 2 The other members of the health department shall be 
appointed once every five (5^ weeks. 

ORDINANCE 6-DEPARTMENT OF FINANCE 
Article I In General 
Section r The department shall consist of a City Treasurer as 
head ai;d two (:) other members, and shall be known as the 
Department of Firance. 

Sec. 2 The City Treasurer shall be elected as designated in 
Chapter II, Article I, Section i, of the Charter. 

Sec. 3 The other two {2) members shall be appointed by the 
City Treasurer. 

A7'ticle II Duties 

Section i The Department of Finance shall pass orders for 
the collecting, holding and paying out of all moneys coming to the 
city from the bi-weekly socials and other sources. It shall audit 
all accounts. No moneys shall be expended exct pt by order of 
the City Council. 



Moral and Civic Training Si 

Sec. 2 The Treasurer shall call all meetings of the board. 
Sec. 3 Any member of this department accused of maliea^ance, 
or of neglect of duty, shall be tried by the city court.. 

Article III Tertn of Office 

Section i The Treasurer shall hold ofh.ce as designated in the 
Charter, Chapter II, Article I, Section 3. 

Sec. 2 The two (2) other members shall hold office as long as 
the Treasurer. 

ORDINANCE 7 -DEPARTMENT OF PUBLIC WOKKS 
Article I Department in General. 

Section i The Board of Pubhc Works^ shall consist of a Com- 
missioner who shall be the head of the department and six (6) 
other members. 

Sec. 2 The Commissioner shall be s^jpointed as provided in 
Chapter V, Article II, Sections i and 2 of. Charter. 

Sec. 3 The six (6j other members shall be appointed by the 
Commissioner. 

Article II Duties 

Section i The Commissioner shall call all meelirigs of the 
board. 

Sec. 2 It shall be the duty of the Board, of Public Works to 
appoint committees which shall arrange for the bi-weekly socials, 
as to games, dancing, music, etc. Said committees to serve lor 
five (5) weeks. 

Sec. 3 It shall be the duty of this board to appoint a.ccarsirattee 
to take charge of the library with respect to. arrangement and! 
preservation of books, papers and magazines,, until such time as a. 
regular librarian may be appointed. This committee shall holdl 
office for five (5) weeks. 

Sec. 4 It shall be the duty of the board to- appoint a<comncnttee 
to care for plants, including the orange tree. 

ORDINANCE 8— FIRE DEPARTMErTT 
Article I Department in General 

Section i The Fire Department shall coiisist of ai Commis- 
sioner who shall b' Chief and one (i) company of: twenty i2>) 
members chosen from the male members oi the school. Ifhe com- 
pany shall have the right to choose one of its mciaabers for a fore- 
man and another for an assistant foreman. 

Sec. 2 The purpose of the Fire Department shall be to see 
that the fire rules hereinafter provided shall be carried) omt. 

Sec. 3 In case of fire, the Fire Department shall have coutrtvl 
of affairs and the Commissioner shall be chief executive in the city^^ 
and all citizens shall be subject to, his,oxders^. 



82 The Gill System of 

Article II Duties 

Section i It shall be the duty of the Commissioner to appoint 
the twenty (20) firemen and shall adopt a fire drill which shall be 
practiced not less than once a month. This drill shall take place 
at an unexpected time. 

Sec. 2 It shall be the duty of the Fire Department to devise 
and post suitable signals for indicating the location of the fire and 
mode of exit. 

Sec. 3 The foreman who is chosen by the company shall be 
chief executive of the company and shall receive orders from no 
one but the Chief. The assistant foreman shall assist him" and 
shall take his place in case of absence. 

Sec. 4 It shall be the Chief's duty to call the roll and deter- 
mine how many firemen failed to respond to the call. 

Sec. 5 It shall be the duty of each firemen to attend the meet- 
ings of the department regularly and always to be at hand when 
the fire alarm is given. If a fireman fails to perform either or both 
of these duties, unless excused by the foreman, he shall be con- 
sidered as having been guilty of a misdemeanor and shall be liable 
to punishment 

Sec. 6 A fireman accused of neglect of duty may be tried 
before a tribunal consistmg of the Mayor, President of the City 
Council, and Commissioner of the Fire Department, The punish- 
ment may be decided by the tribunal. 

Sec. 7 None but citizens are eligible to membership in the 
Fire Department. 

Article III Meetings 

Section i The Fire Department shall meet at a time and place 
determined by the Commissioner. 

Sec. 2 A plurality vote shall decide all questions and every 
fireman must vote. A fireman under any other punishment than 
that of suspension from chapel may not vote in matters concerning 
the Fire Department. 

Sec. 3 The Commissioner shall be chairman of the meetings 
and shall have power to appoint a fireman as permanent secretary 
to take minutes of the meeting. 

Article IV Punishment — Appeal 
Section i A fireman who has been convicted of a misde- 
meanor may carry his case to the Court of Appeals. 

Sec. 2 Any resident of the city or any fireman who shall break 
any of these laws pertaining to the Fire Department, or any one 
yt'ho shall hinder a fireman in the discharge of his duty shall be 
liable, on conviction, to such punishment as the court may pre- 
scribe. 



Moral and Civic Training 83 

ORDINANCE 9- COURTS 
Article I 
Section i The courts shall be established as provided in 
Chapter VI, Article I, of the Charter. 

Article II Duties 

Section i As provided in Charter, Chapter VI, Article II. 
Article III Jurors 

Section i There shall be 36 jurors selected from the citizens. 
These shall constitute a jury list. 12 of these 36 shall constitute a 
trial jury. 

Sec. 2 These 36 jurors shall be citizens chosen by the City 
Council, and their term of office shall be five weeks. 

Sec. 3 In case a jury is not selected from these 36 the Sheriff 
shall summon citizens from the city at large until 12 have been 
accepted. 

Sec. 4 The jurors who are selected by the City Council 
shall be notified by the City Clerk to appear in court each session, 
until excused by the Judge. 

Sec. 5 Any juror who fails to attend court, unless excused by 
the Judge, shall be considered as having committed a misde- 
meanor and sentence shall be passed upon him by the Judge. 

Sec. 6 The juror's name shall be read aloud carefully by the 
clerk of the court and if no objection is raised, he shall act as 
juror on the case. This process shall be repeated until the 12 are 
chosen. 

Article IV Summoning 

Section i Offenders shall be summoned by the Sheriff. 
Sec. 2 Witnesses shall be summoned by their respective 
attorneys. 

ORDINANCE 10— RESIGNATION OF OFFICERS 

In case a vacancy occurs in an office filled by the Mayor's 
appointment, the Mayor shall have power to fill that vacancy. 

In case a vacancy occurs in an elective office, the vacancy shall 
be filled by the Mayor with the approval of the City Council. 

In case of a vacancy in the City Council, the ward in which 
the vacancy occurred shall meet at the summons of the Mayor and 
choose by majority vote a citizen to fill the vacancy. 

Approved, SEMAN W. HASTINGS, 

April 2, 1900. Mayor. 

JANET O. ROBSON, 
City Clerk. 

Approved, MYRON T. SCUDDER, 
April 2, 1900, Principal. 




ETHEL CASTLE, 
Mayor of Intermediate School City 



Moral and Civic Training 85 

MESSAGE OF THE INTERMEDIATE SCHOOL 
CITY MAYOR TO THE CITY COUNCIL. 

To tJic first Council of the Intermediate School City of 
the New Paltz State Normal School. 

To you, who have been chosen to make the laws for 
this School City and as representatives of the citizens 
of the same, I submit the following- suggestions which 
seem to me necessary and expedient for t^e best man- 
agement of the city: 

I recommend that you institute some secret method 
of voting and thereby provide for the booths, the kmd 
of ballot and ballot boxes, and whatev er tlse is neces- 
sary for the successful carrying on of the elections; 
that each ward constitute an election district, and that 
the requisite number of Inspectors of Election be 
chOvSen from the same; also, that the polls be kt-pt open 
from 10 to II A M. Your authority for this action 
will be found in Section 2 of Article III of Chapter II 
of the charter. 

In accordance with Section i of Article II of Chapter 
V, I recommend that you determine the number of 
policemen and their term, which I suggest shall be 
two weeks in length. 

I also recommend that an ordinance be passed de- 
termining the term o office of the Commissioners, and 
that you pass some ordinance concerning those officials 
who neglect their duties. See Section 3 of Article II 
of Chapter V. 

In accordance with Section i of Article I of Chapter 
VII, it is your duty to designate the method of notify- 
ing all those who should ap jear before the court. 

Section 4 of Article I of Chapter III also requires 
that you elect a vice-chairman. 

Besides the foregoing recommendations I bring to 
your notice the following: 



86 The Gill System of 

First, that to each law or ordinance which is passed, 
some penalty be attached for its violation. 

Second, that all laws shall be so specific as to leave no 
doubt, as to their meaning. This is very essential and 
requires, in my estimation, your most careful thought 
and consideration. 

In closing, let me impress upon your minds, the re- 
sponsibility which rests upon you as the first council of 
this School City. 

ETHEL CASTLE, 

March 22, 1900. Mayor. 



ORDINANCES 
FOR THE INTERMEDIATE SCHOOL CITY 

Enacted by the Council and approved by the Mayor 



Article i. Anything which disturbs the order in chapel, class 
rooms, or halls is prohibited. 

Article 2. Any citizen who is tardy or absent from school 
must present a satisfactory excuse within two days. 

Article 3. Any mutilation (unless accidental) of school prop- 
erty is prohibited. 

Article 4. Anything which causes unnecessary work for the 
janitors or mars the appearance of rooms, building or grounds of 
the school is prohibited. 

Article 5. No citizens are to be in the school building on Sat- 
urday, Sunday, holidays or after 1 130 p. m. on school days unless 
by permission of teacher, and those having such permission are to 
come and go in a quiet, orderly manner. 

Article 6. Every citizen shall at all times respect the rights 
of property and the rights of other citizens. 

Article 7. It is the duty of every citizen of the School City to 
report any violation of these laws to the police. 

Article 8. The punishment for the violation of these laws 

hall be at the discretion of the court, but shall not be less than a 

reprimand nor greater than the deprivation of rights of citizeaship. 



Moral and Civic Training 87 

Article 9. Any citizen who leaves class-room during recita- 
tion by permission of class teacher is to record name and time in 
chapel and arrange to see class teacher at 1:00 p. m. or other con- 
venient time in regard to work missed during the time he was 
absent from the room. 

Article 10. There shall be no walking across lawns until 
further notice. 

Article ir. The method of voting and manner of elections 
shall be left to the Mayor with full power to arrange and appoint 
as she sees fit. 

Article 12. The Mayor shall appoint two policemen in each 
ward and their term of office shall be two weeks. 

Article 13. Wilful neglect of duty on the part of any citizen 
shall be considered a misdemeanor. 

Article 14. It is the duty of every policeman who makes an 
arrest to notify all persons concerned as to when they are to ap- 
pear at court. 

Article 15. All teachers or citizens who order the arrest of 
any citizen must write out in full the charge and the names of wit- 
nesses. This is to be given to the policeman who makes the ar- 
rest, by him given to the chief of police who will hand it to the city 
attorney. 

Article 16. Any pupil tardy or absent without written excuse 
from his parents may be sent home for such excuse at the discre- 
tion of the Principal of the Intermediate Department. 

Article 17. Citizens are not to be in the building before 8:30 
a. m. except by special permission of the Principal of the Inter- 
mediate Department. 

Article 18. All citizens are to enter recitations provided with 
necessary books and materials. Willul neglect of this duty shall 
be considered a misdemeanor. 

Article 19. The penalty for the violation of these last ten 
laws shall be the same as provided in Article 8. 

HELEN TOWNSEND, 

President of the City Council. 
GRACE McCORD, Clerk. 

February 9, 1900. ETHEL CASTLE, Mayor. 

Approved, ELEANOR A. PERSONS, 

Principal Intermediate Dept. 




Miss ELLA A. FALLON 
Principal of Primary School 



Moral and Civic Training 89 

SCHOOL CITY IN THE PRIMARY 
DEPARTMENT 

LARGE CLAIMS UPON THE FUTURE 

While our Primary School City is only in its in- 
fancy, in this child of a few months can be seen al- 
ready many signihcant evidences of vigorous health 
and of large claims upon the future. 

_ The primary department consists of children from 
six to twelve years old doing the hrst four years' work. 
As here the oral instruction in School City government 
must be given largely in commp 1 session, it was 
thought best to introduce the plan in only the two 
oldest grades at first, awaiting the result of its effects 
there upon the younger grades, and introducing the 
same in thein as occasion seemed to demand. 

At the beginning, nearly everything had to be ex- 
plicitly taught: the names of the officers and their 
duties; the departments and their provinces; how a 
business meeting should be conducted, and many other 
matters of a similar nature, no small undertaking, 
indeed, but one that will not require a repetition later, 
for as one grade sees its seniors take their parts intel- 
ligently, it unconsciously grows into correct habits of 
thought in the same line. The intelligence now dis- 
played by many in these matters is alone worth serious 
consideration. 

During the first few days of operation certain dangers 
became apparent, noticeably radical and severe judg- 
ments on the part of the department of order, and a 
general turning of attention from the subject-matter 
of the lesson to the deportment of the members of the 
class. But it could be seen that at this early stage this 
was only a wholesome sign of earnestness, and the dis- 
cretion, wisdom and tact of the teachers soon remedied 
the evil, establishing the principle that the amount of 
interest manifested in the class work is the measure of 
good conduct in the class. 



90 The Gill System of 

INTELLECTUAL, MORAL AND SOCIAL RESULTS 

Notwithstanding that some of the attractive features 
of the School City are as yet undeveloped in this 
department (the Department of Public Works and the 
Fire Department being yet untouched), results intel- 
lectual, moral and social are already gratifying. The 
children in the third and fourth grades are beginning 
to be conversant with the idea of a simple civic gov- 
ernment, its object, mode of operation, and its usual 
divisions. They are rapidly learning how to conduct 
meetings and how to vote, and appreciate in a measure 
the significance of their franchise. The improvement 
socially is noticeable. It is now no unusual sight to 
see teachers and children here and there in groups, 
talking upon some matter of vital importance to the 
City, seeking together the best solution of the problem. 

It not infrequently happens that a pupil is helped by 
his fellows to overcome some bad habit, or some weak- 
ness which affects his standing as a citizen, where in 
the past these same pupils' mistaken philanthropic 
efforts were spent in trying to help him hide it. 
Teachers and pupils now stand on common footing 
arrayed against wrong doing and poor work. Again 
the moral advantages of the School City organization 
are marked, not only by this wholesome spirit of co- 
operation, unselfish helpfulness and stronger public 
spirit engendered, but also by the force which the 
Department of Order and the Court exert. Through 
the Department of Order, offenses in habits and in 
speech have been disclosed that otherwise would have 
remained unknown. The officers' prompt and cour- 
ageous action in such matters has shown the culprits 
that such indulgence will not be tolerated. To the 
child brought to justice, the Court means something 
more than a group of his fellows judging the case. 
Children to whom any previously tried punishments 
seemed to have no permanent value, are so affected by 
appearing before the Court that a radical change at 
once results. The sense of dignity inspired by the 



Moral and Civic Training. 91 

Court is seen through the involuntary "Yes, sir,'* 
" No, ^2>," frequently heard in the defendant's replies 
to the judge. To the child guilty of wrong doing, 
standing convicted before his fellows has a most salu- 
tary effect, engendering a stronger feeling of personal 
responsibility and a wholesome respect for the rights 
and opinions of his equals. 

INGENUITY OF THE JUDGES 

It is interesting to observe the logic and ingenuity 
of the judges in reaching decisions and passing sen- 
tences. Cause and effect are nearly always considered. 
Many interesting conclusions could here be cited did 
space permit. A tendency towards over sev^erity is the 
only danger apparent, but this is easily averted by a 
timely question or reminder from the teacher who is 
always present and who manages to spend some time 
with the judges before they return with a sentence. 
From the children's willingness to accept heavy sen- 
tences to labor rather than relinquish an office, if the 
choice is given, may be inferred the spirit that domi- 
nates the City as a whole. 

DISAPPOINTMENTS AND THEIR ANTIDOTE 

Of course these favorable results have not come 
unattended by relapses or disappointments. Some of 
the most earnest citizens have had their longings for a 
return to the past ; have felt that perhaps attending to 
police duties amounted to tattling, etc. But in what 
great new enterprise do we, who are older and pre- 
sumably wiser, engage without in our weaker moments 
doubting and at times almost forsaking, because of 
trying to measure the new in terms of the old to which 
we are accustomed ? When these moods creep into our 
City, then must come the antidote from the teachers 
through their sympathy, tact, enthusiasm and clearer 
vision. 

Whatever the ups and downs, the immediate good 
results that come from the School City warrant the 
iDelief that it will secure a decidedly higher moral 




HILDA RUST 
President of Primary School City 



Moral and Civic Training 93 

development of the child, cultivating in him an intelli- 
g-ent and active interest in public affairs, a keen and 
vigorous conscience in these as well as in private 
matters, and ultimately securing a higher standard of 
democratic society of which every child is destined to 
become a factor. 

ELLA A. FALLON, Principal. 



^MESSAGE OF THE MAYOR OF THE 

PRIMARY SCHOOL CITY TO THE 

CITY COUNCIL 

Councilmen: By our new Charter you are to be our 
law makers. To do my duty as Mayor, I present to 
you this message : 

We are just beginning a new form of government. 
The citizens have elected you to make their laws; this 
is a great honor. They expect you to make just and 
wise ones. It is your duty to do so. To help you do 
so, I make these suggestions: 

1. That you make the Golden Rule the first law of 
our City. 

2. That you make such laws as will secure good 
order, good habits and good care of property. 

3. That you make all laws simple and easy to under- 
stand. 

4. That you make only as many laws as are really 
needed. 

5. That you state only a general penalty for offenses, 
letting the judges fix the special ones. 

6. That you promptly decide on the length of all 
terms of office not fixed by the Charter. 

HILDA RUST, 
Mar. 2, 1900. Mayor. 

*Of course, Hilda Ru=t, like every wise chief magistrate, seeks and gets 
the best advice she knows how to find. 



Moral and Civic Training 95 

PRIMARY SCHOOL CITY ORDINANCES 



THE GENERAL CITY LAW 

As ye would that men should do to you, do ye even 
so to them. 



SPECIAL ORDINANCES 
CHAPTER I— Things Prohibited 

ORDER 

Section i Anything which disturbs the order in chapel, 
halls, class-rooms or toilet rooms is prohibited. 

Sec. 2 Anything which is immodest, profane, rude or inten- 
tionally unkind is prohibited. 

CLEANLINESS 

Sec. 3 Anything which unnecessarily detracts from the orderly 
appearance of our School City is prohibited. 

HEALTH 

Sec. 4 Anything which unnecessarily detracts from the health- 
ful condition of our School City is prohibited. 

PUBLIC AND PRIVATE PROPERTY 

Sec. 5 Anything which unnecessarily mars or destroys property 
in our School City is prohibited. 

CHAPTER II— Duties and Punishments 

Section i Every citizen is obliged to call the attention of the 
authorities to any violation of the laws of this City, 

Sec. 2 Any citizen violating any law of this City shall be sub- 
ject to punishment not less than a reprimand and not greater than 
a withdrawal of the rights of citizenship. 

LEWIS MILLER, 

President of the City Council. 
ROBERT YEAPLE, Clerk. 
March 9, 1900. Approved, HILDA RUST, Mayor. 

Approved, ELLA -A. FALLON, 

Principal. 



H o 



3^ 




Moral and Civic Training 97 

OFFICERS OF THE THREE SCHOOL CITIES 

PRIMARY SCHOOL CITY OFFICERS 

Mayor : Hilda Rust. 

President of the City Council : Louis Miller. 

Vice-President of the City Council : Florence Deyo. 

Members of the City Council : Harold Krom, 

Eliza Freer, 
Clara Atkins 
John Carter. 
Clerk of the City Council : Robert Yeaple. 
Chief Judge : Francis Wynkoop. 
Associate Judges : Herbert Tremper, 
Susie Shaw, 
Howard Fielding. 

Clerk : Robert Yeaple. 
Sheriff: Victor Rudolph. 
Attorney : Grace Palmer. 
Chief of Police : Charles Price. 

INTERMEDIATE SCHOOL CITY OFFICERS 

Mayor : Ethel Castle. 

President of City Council : Helen Townsend. 

Vice-President of City Council : Arthur Merritt. 

City Clerk : Grace McCord. 

Members of City Council : 

First Ward — George Zimmerman, 

Stella Wynkoop. 
Second Ward — Blanche Steadman, 

Daniel Shaw. 
Third Ward—Fred De Puy, 
Miriam Deyo. 
Fourth Ward — Mary Gerow, 
Daniel Lucey. 
Fifth Ward — Helen Townsend, 
Arthur Merritt. 
City Judge : Warren Tamney. 

Associate Judges : Mary Le Fevre, Marvin Van Wagenen, 
Cora Johns'on, Jonas Bedford. 
Harry Deyo, 



Moral and Civic Training 99 

Clerk of the Court : Myra Jackson. 
Sheriff : Clarence Harp. 
Deputy Sheriffs : Sadie Costello, 
Henry Fagher. 

City Attorney : John Follette. 
Chief of Police — Edmund Doremus. 
Commissioner of Public Works : George Relyea. 
Commissioner of Health : Arthur Travis. 
Commissioner of Finance : Johannes Le Fevre. 
Chief of Fire Department : Chas. Bleecker. 
There are also Commissioners of Desks, Walls and Floors in 
each ward. 

NORMAL SCHOOL CITY OFFICERS 

Mayor : Seman W. Hastings. 

President of City Council : Fred Thorne. 

Vire-President of City Council : Clementine A. E. Kirchner. 

Clerk of City Council : Janet O. Robson. 

Aldermen : 

First Ward— Anna T. Mannion, 

Second Ward— Mabel G. Mead, 

Third Ward — Emma De Bevoise, 

Fourth Ward — Clementine A. E. Kirchner, 

Fifth Ward — Constance Wack, 

Sixth Ward — ^Josephine Jansen, 

Seventh Ward— Ida F. Woolsey, 

Eighth Ward — Mini ie Crossen, 

Ninth Ward— Charles Deyo, 

Tenth Ward — Augustus Marcinkowski. 
Judges : Anne V. A. Cline, 
Henry D. Cook, 
Patrick King, 
Frances Stevenson. 
Winona Smith. 
Clerk : Janet O. Robson . 
Sheriff : Susan Harreus. 
Attorney : William R. Ward. 

Commissioner of Fire Department : Alfred H. Smith. 
Commissioner of Finance Department : Anna Miller. 
Commissioner of Health Department : Esmond Childs. 
Commissioner of Police Department : James G. McGrath. 
Commissioner of Public Works : James O. Le Fevre. 




WILLIAM R. WARD 

Normal School City Attorneyl 
President of School State Constitutional Convention 



Jf02 The Gill System of 

PART IV THE ORGANIZATION 

OF THE SCHOOL STATE 



THE FIRST SCHOOL STATE 



New Paltz Normal can very properly assert her 
right to the honor of having organized the first School 
State — an organization peculiar in itself, though part 
of Mr. Gill's general plan. 

After the three School Cities had been organized in 
the school and were doing successful work, many 
points arose showing the need of a broader and more 
general government. The care of the flag, the improve- 
ment and beautifying of the grounds and similar 
work, were things in which one department of the 
School had as much right to participate as any other. 
To create joint committees consisting of citizens of 
each City was not considered the best and most logical 
solution of the problems. 

At this point, the formation of a School State was 
suggested, that being the true unit of government in 
-our country and there being some actual work for it to 
do. Accordingly a decisive step was taken toward the 
end to be accomplished. The following call was issued 
for delegates to a constitutional convention : 

We, the undersigned, students of the State Normal 
and Training School of New Paltz, N. Y. , do hereby 
issue a call for five delegates from each department of 
the school, said delegates to be chosen in mass meet- 
ings of the several departments and to meet in the 
English room of the above named school, Friday, 
March 23, at 3 o'clock p. m., for the purpose of formu- 
lating a constitution of a " School State " to be organ- 
ized in this school, said constitution to be submitted 
for ratification to mass meetings held in the several 
departments aforenamed. This call was signed by 
se veral students from each department of the school. 



Moral and Civic Training r 

The students responded cheerfully to the call, choos- 
ing the delegates requested. The constitutional con- 
vention met several times, and, with untiring effort, 
formulated the constitution, which was submitted to 
the several departments of the school Tuesday, March 
27th, and unanimously ratified. 

Primaries and conventions were held the following 
day and on Friday, March 30th, the election for State 
officers was held, resulting in the choice of the fol- 
lowing: 

Governor, - Ernest F. Eichenberg. 

Lieutenant Governor, Alfred H. Smith. 
Secretary of State, Ida Kaiser. 

Attorney General, Wm. H. Stanton. 

The election of these officers was the completing act 
in the formation of the New Paltz Normal School 
State. 



CONSTITUTION OF THE NEW PALTZ 
NORMAL SCHOOL STATE 



PREAMBLE 
We, the students of the State Normal and Training School of 
New Paltz, New York, grateful to Almighty God for the blessings 
of freedom, and accepting tne divine injunction to do unto others 
as we would they should do unto us, and also having been em- 
powered by the principal and faculty of the said school to establish 
a School State, do ordain this constitution : 

ARTICLE I 

NAME, TERRITORY, CITIZENS, RIGHTS AND DUTIES 

Section i The name of this commonwealth shall be : 
The New Paltz Normal School State. 

Sec. 2 The territory comprising the State shall be the school 
building, including all halls and rooms therein, the grounds belong- 
ing to the schoul, and the village of New Paltz, New York, includ- 
ing boarding houses wherein citizens of the State may be, but 
nothing herein shall be so construed as to usurp the power 



I04 • The Gill System of 

higher authorities to interfere with the rights of parents or 
guardians. 

Sec. 3 Every student of the aforesaid school at the adoption of 
this constitution, and every person entering said school as a 
student thereafter, shall be entitled to the rights of citizenship. 
Bill of Rights 

Sec. 4 No member of this State shall be disfranchised or 
deprived of any of the rights or privileges secured to any citizen 
thereof, unless by due process of law. 

Sec. 5 No member of this State shall be deprived the right of 
trial by jury or the right to have his interests defended by an 
attorne}'. 

Duties 

Sec. 6 It shall be the duty of every citizen to vote upon every 
public question when opportunity affords ; to obey the laws of the 
State and assist others to obey them ; to aid in enforcing the laws 
and by every reasonable means to promote the dignity and honor 
of the Slate. 

ARTICLE II 

VOTING 

Section i All citizens of the State shall have the right to vote 
unless legally deprived of that privilege. 

Sec. 2 Any citizen who shall be accused of bribery or the 
attempt to bribe, shall be deprived of the right to vote in a manner 
to be prescribed by the Legislature, unless such person can prove 
his innocence before a competent court. 

Sec. 3 All elections by the citizens shall be by ballot, and the 
first election held under the provisions of this constitution shall be 
in a manner to be prescribed by the principal of this school ; but 
all subsequent elections shall be held in a manner to be prescribed 
by the Legislature. 

Sec. 4 No election board shall consist of less than two persons. 

Sec. 5 All elections for State officers shall be held on Tuesday, 
and at times and places to be determined by the Legislature. 

Sec. 6 Any candidate for any State ofhce who receives a 
plurality of the votes cast for that office, shall be declared elected 
to that office. 

ARTICLE III 

LEGISLATIVE DEPARTMENT 

Section i The legislative power of the State shall be vested in 
the Senate and Assembly. 

Sec 2 The Senate shall consist of ten (lo) members, elected 
for one school term. The Assembly shall consist of eighteen (i8j 
members, elected for one-half school term. 



Moral and Civic Training 



05 



Sec. 3 The State shall be divided into feu ( 10) districts, to be 
called senatorial districts, each of which shall choose one senator. 
The districts shall be numbered from ofie (r) to /^w (10), and shall 
be as follows : 

District number one All citizens below 4th Grade 

•' " two. . . .4lh Grade 

" " three. . .5th and 6th Grades 

" " four 7th and 8th 

" " five.... .9th Grade 

" " six... Sections A & B in Normal Chapel 



seven 
eight 
nine 
ten 



C&D 
E&F 
G & H 

I & J 



Sec. 4 The State shall be divided into eighteen districts, to be 
called Assembly Districts, each of which shall choose one assem- 
blyman. The districts shall be numbered from one to eighteen, 
and shall be as follows : 



District number one . 
" " two. 



All citizens under 3rd Grade 
d Grade 



three 

four . 

five. . 

six.. . 

seven 

eight. 

nine. 

ten 

eleven 

twelve 

thirteen 

fourteen 

fifteen 

sixteen ' 

seventeen 

eighteen 



4th " 

5th " 

6th " 

7th * ' 

8th " 

.9th " 
Section 



A in Normal Chapel 

B 

C 

D 

E 

G 
H 
I 
J 



Sec. 5 The Legislature shall have power to reapportion the 
Senate and Assembly districts at any time. 

Sec. 6 No officer of any city shall be a member of the Legis- 
lature. 

Sec. 7 A majority of each house shall constitute a quorum for 
the transaction of business. Each house shall make its own rules, 
and be the judge of the election and qualifications of its own 
members ; choose its own officers, and the Senate shall choose a 



io6 The Gill System of 

president pro tern to preside when the Lieutenant Governor is 
unable to do so. 

Sec. 8 Each house shall keep a record of its proceeding's ; and 
sessions of each shall be optn to the public, except when the 
public welfare shall otherwise require. Neither house shall adjourn 
for more than one week without the consent of the other. 

Sec. 9 Any bill may originate in either house, and all bills 
passed by one house may be amended by the other. 

Sec. io No bill shall be passed unless by the consent of a 
majority of the members elected to each house of the Legislature. 

Sec. II The enacting clause of all bills shall be : " The citizens 
of ihe New Paltz Normal School State represented in Senate and 
Assembly do enact as follows," and no law shall be enacted 
except by bill. 

Sec. 12 The Legislature shall meet the Tuesday following the 
election of its members, choose its officers and receive the Gov- 
ernor's message. 

ARTICLE IV 
executive department 

Section i The executive power of the State shall be vested in 
a Governor who shall hold his office for one school term. A 
Lieutenant-Governor shall be chosen at the same time and for the 
same term. 

Sec. 2 No person shall be eligible to the office of Governor or 
Lieutenant-Governor except a citizen of the State, of the age of 
not less than 14 years. 

Sec. 3 The Governor and Lieutenant-Governor shall be elected 
by the people at the times and places of choosing Senators. The 
persons respectively having ihe highest number of votes for Gov- 
ernor and Lieutenant-Governor shall be elected, but in case two 
or more shall have an equal and the highest number of votes for 
Governor or Lieutenant-Governor, the two houses of the Legisla- 
ture at its next regular session, shall by joint ballot forthwith 
choose one of said persons for Governor or Lieutenant-Governor. 

Sec 4 The Governor shall have power to convene the Legis- 
lature or Senate in special session, he shall communicate by 
message to the Legislature at every session the condition of the 
State and recommend such matters to them as he shall judge 
expedient. He shall transact all necessary business with the 
officers of the government and take care that the laws are faith- 
fully executed. 



Moral and Civic Training 107 

Sec. 5 If for any reason the Governor is unable to discharge 
the powers and duties of his office, those powers and duties shall 
devolve upon the Lieutenant-Governor. 

Sec. 6 The Lieutenant-Governor shall ba president of the 
Senate, but shall vote therein only in cases of tie. If for any reason 
the Lieutenant-Governor is unable to discharge the powers and 
duties of his office, those powers and duties shall devolve upon the 
president pro tern of the Senate. 

Sec. 7 Every bill which shall have passed the Senate and 
Assembly shall, before it becomes a law, be presented to the 
Governor ; if he approve it, he shall sign it, but if not, he shall 
return it with his objections to the house in which it originated, 
which shall enter the objections at large on the journal and pro- 
>ceed to reconsider it. If, after such reconsideration, two-thirds of 
the number elected to the house shall agree to pass the bill, it 
shall be sent, together with the objections, to the other house, by 
which it shall likewise be considered ; and if, after consideration it 
is approved by two-thirds of the members elected to that house, it 
shall become a law notwithstanding the veto of the Governor. If 
any bill shall not be returned by the Governor within three days, 
Sundays excepted, after it shall have been presented to him, the 
same shall be a law in like manner as if he had signed it, unless 
the Legislature shall by adjournment prevent its return. No bill 
shall become a law after the final adjournment of the Legislature 
■unless approved by the Governor within five days of such adjourn- 
ment. 

Sec. 8 All vacancies occurring in State offices shall be filled by 
appointment by the Governor by and with the advice and consent 
of the Senate. 

ARTICLE V 

OTHER STATE OFFICERS 

Section i The Secretary of State shall be elected at the general 
election and hold office for one school term or until the successor 
is chosen. 

Sec. 2 It shall be the duty of the Secretary of State to keep 
-and file all records and papers belonging to the State and perform 
the duties generally performed by like officers in other states. 

Sec. 3 The Attorney General shall be elected by the people 
at the general election and shall hold office for one school term. 
He shall be the legal counsel for the different departments of the 
State. The second day after his election he shall appoint three 
assistants, one from each judicial district in the State. These 
assistants shall defend the interests of the State in all cases 
brought before the State courts in their respective judicial districts. 



io8 The Gill System of 

Sec. 4 The Superintendent of Public Works shall be appointed 
by the Governor, by and with the advice and consent of the Senate. 
He shall have charge of all public works, including the care of the 
flag, and may appoint not more than twelve assistants. These 
assistants shall be from the several judicial districts of the State. 
The term of office of the Superintendent of Public Works shall be 
one school term. 

Sec. 5 The Legislature may create other departments and 
provide for the officers for them whenever in their opmion such 
departments are necessary to the public thrift. 

ARTICLE VI 

THE COURTS 

Section i The Assembly shall have the power of impeachment 
of State officers. The court for trial of impeachment shall be the 
Senate and the Supreme Court judges. On the trial of an impeach- 
ment of the Governor the Lieutenant-Governor shall not serve as 
a member of the court. '■ No person shall be convicted without the 
concurrence of two-thirds of the members present and voting. 

Sec. 2 The Court of Appeals shall consist of the Faculty of the 
school, the principal of which shall be the chief judge. 

Sec. 3 The Court of Appeals shall have original jurisdiction 
over such cases as the principal of the school may deem wise not 
to divulge to the public ; and appellate jurisdiction over all other 
cases. 

Sec 4 The State shall be divided into three judicial districts, 
viz.: the Normal, the Intermediate and the Primary departments, 
the members of which shall be the citizens in those particular 
departments of the school. These districts shall be known as 
Supreme Court districts, and each district shall extend over all 
territory not governed by cities. 

Sec. 5 Each Supreme Court district shall elect from among its 
citizens one judge, whose term of office shall be one school term 
and who shall have jurisdiction over such cases of7ly as arise from 
the violation of a State law by a citizen of his particular judicial 
district. 

Sec. 6 The Supreme Court judges shall have power to issue 
summonses and subpoenas, appoint clerks of their courts and 
grant jury trials when demanded. 

Sec. 7 The three judges of the Supreme Court shall consti- 
tute a court to try cases in which citizens of two or more districts 
are implicated or interested. 

Sec. 8 The State Courts shall have original jurisdiction over 
such cases only as arise in consequence of this constitution or any 
law made in accordance therewith. 



Moral and Civic Training 109 

Sec. 9 The State Courts shall have appellate jurisdiction ovei* 
all cases tried or reviewed by any city court, excepting- such mino^ 
cases as shall be defined by the Legislature ; but no State Court, 
excepting the Court of Appeals shall try or review any case? 
excepting those hereinbefore mentioned, until that case has been 
tried or reviewed by the City Court of the City in which the case 
arises. 

ARTICLE VII 

SHERIFFS AND DEPUTIES 

Section i Each judicial district shall elect from its citizens one 
Sheriff to hold office ten weeks. Each Sheriff shall appoint five 
deputies whose duty it shall be- to enforce the law, be helpful to 
the citizens of the State and arrest persons who violate the law. 
The Sheriffs or any of their deputies may serve subpoenas or 
summonses. 

Sec. 2 It shall be the duty of the sheriffs in their respective 
districts, to notify all persons whose duty it is to appear before the 
courts. 

Sec. 3 A sheriff shall be ineligible to re-election. 
ARTICLE VIII 

MISCELLANEOUS PROVISIONS 

Section i All city charters in effect at the time of the ratifica- 
tion of this constitution are hereby declared valid, excepting such 
clauses, sections and articles therein, which are contrary to the 
provisions of this constitution. 

Sec. 2 The first officers elected in accordance with the pro- 
visions of this instrument shall continue in office until the first 
week of the next school year, when their successors shall be 
chosen. 

ARTICLE IX 

ratification AND AMENDMENT 

Section i This constitution shall take effect when approved 
by the principal of the school and ratified by a majority vote of the 
citizens of the State. 

Sec. 2 Any proposed amendment to this constitution shall first 
be approved by the principal of the school, then submitted to the 
legislature, and if a majority of the members of both houses agree 
to pass it, it shall then be submitted to a vote of the people at the 
next general election. If a majority of the electors vote in favor of 
it, it shall become an amendment to this constitution. 



no The Gill System of 

Sec. 3 A convention for the purpose of revising this constitu- 
tion may be called at any time in a manner to be prescribed by the 
legislature. 

WM. R. WARD, 

President of the Constitutional Convention. 

FLORENCE HAMLIN, 
Secretary of the Constitutional Convention. 
27th March, 1900. 

Approved, MYRON T. SCUDDER, 

Principal. 



SPECIAL MESSAGE OF GOVERNOR OF 
SCHOOL STATE. 

Fellozv Citizens of the Senate and Assembly of the Neiv 

■Paltz Normal School State : 

The accompanying proposed amendments to the 
Constitution of the New Paltz Normal School State 
are presented for action, upon the recommendation of 
Mr. Gill and Mr. Scudder, that our citizens may have 
practice, during the latter half of each school year, in 
those devices for the better administration of popular 
government, which conditions throughout the United 
States at the present time demand. 

I recommend that the advice of Mr. Gill and Mr. 
Scudder be followed and that these proposed amend- 
ments be acted upon immediately and submitted to the 
citizens of our School State for their ratification. 

ERNEST F. EICHENBERG, 

Governor. 
April 10, 1900. 




ERNEST F. EICHENBERG 
Governor of the School State 



112 The Gill System of 

AMENDMENTS TO CONSTITUTION 

ARTICLE I 

THE REFERENDUM 

Section i. The provisions of this article are operative in only 
the second half of each school year when all provisions of this 
constitution which conflict herewith shall be inoperative. . 

Sec. 2. Every law adopted by the State Legislature shall go into 
effect six school days after receiving the Governor's signature. 
As soon as it is signed by the Governor it shall be posted in a 
public place. If within four school days a petition signed by five 
per cent, of the voters shall be presented to the Secretary of State, 
asking that such law be submitted to a vote of the citizens, the 
Secretary ot State shall issue a notice of a special election to be 
held two school days later. At this election voters who favor the 
law shall vote yes ; voters who oppose it shall vote j/o. The Sec- 
retary of State shall count the votes and shall announce the result. 
If a majority votes yes, the law shall go into effect. It a majority 
votes no, the law shall have no effect. 

ARTICLE II 

THE INITIATIVE 

Section i. The provisions of this article are operative only in 
the second half of each school year when all provisions of this 
constitution which conflict herewith shall be inoperative. 

Sec. 2. Any citizen may draft a proposed law or " bill" in the 
exact words in which he wishes it adopted. If five per cent, of the 
citizens sign a petition asking that this bill be submitted to a vote 
of the citizens, the Secretary of State shall post a copy of the bill 
and shall give notice of an election to be held six school days 
later. At this election voters who favor the bill shall vote yes ; 
voters who oppose it shall vote no. The Secretary of State shall < 
count the votes and declare the result, as in other elections. If a 
majority is found in favor of the bill it shall be declared a law and 
shall go into effect at once. If a majority is found in opposition it 
shall be rejected, and no similar bill can be again presented for 
one month. 

ARTICLE III 

PROPORTIONAL REPRESENTATION 

Section i. The provisions of this article are operative in only 
the second half of each school year wlien all provisions of this 
constitution which conflict herewith shall be inoperative. 

Sec. 2. The number of members in the State Legislature shall 
be ten senators and eighteen assemblymen. 



Moral and Civic Training 113 

Sec. 3. Each branch of the State Legislature shall be elected 
on one ticket for the entire State, in the same way as the Gov- 
ernor, and not by wards or districts. 

Sec. 4. Nominations shall be by petition submitted to the Sec- 
retary of State. A petition shall have at least ten signatures. Each 
petition shall present the names of as many candidates as the peti- 
tioners chcjose, less than the total number to be elected. The same 
candidate shall not appear on more dian one ticket. The petition 
shall also add the name of an election judge. 

Sec. 5. The Secretary of State shall publish the lists of ca .di- 
dates. 

Sec. 6. Each voter has as many votes as there are candidates 
to be elected. He can cumulate his votes as he pleases. He can 
give all his votes to one candidate; or lie can scatter his votes in 
any way he pleases. 

Sec. 7. All the election judges of the different parties shall 
meet with the Secretary of State as an election board. They shall 
count the votes and publish the results of the election as follows: 

(i) They shall prepare a list of candidates and find the total 
number of votes cast for each candidate. 

(2) They shall add together the votes of all the candidates on 
the same party ticket, in order to find the number of votes cast 
for each party. 

(3) They shall add together the votes of all parties in order to 
find the total number of votes cast. 

(4) They shall divide the total number of votes cast by the 
number of candidates to be elected. The result shall be known as 
the " electoral quotient. ' ' 

(s) They shall then divide the vote of each party as ascertained 
above by the electoral q lotient. The result shall indicate the 
number of candidates elected by each party. In case this division 
does not come out even, the remaining candidate goes to the party 
having the highest remainder. 

(6) The number of candidates to which a party is entitled, 
being determined as above, the successful candidates on a party 
ticket are the ones who have the largest number of votes on that 
ticket. 

This amendment was ratified this twelfth day of April, in the 
year of our Lord nineteen hundred. 

ERNEST F, EICHENBERG, 
IDA KAISER, Governor. 

Secretary of State. 
i2th April, 1900. Approved, MYRON T. SCUDDER, 

Principal. 



14 , The Gill System of 

STATE OFFICERS 

Governor : Ernest F. Eichenberg. 
Lieutenant-Governor : Alfred Smith. 
Secretary of State : Ida Kaiser. 
Attorney General : Wni. H. Stanton. 
Judges: Normal — Elizabeth Teas. 

Intermediatt — Jenny Todd. 
Primary — Louis Miller. 
Senators : First District — Susie Shaw. 

Second District - Anna Harp. 
Third District— Wm. Atkins. 
Fourth District — Wm. Zimmerman. 
F'lfih District — Getty Mac Kmstry. 
Sixth District — Anna Cline. 
Seventh District — Lavina Du Mond. 
Eighth District — Carolyn Morrison. 
. Ninth District— Mabel Snyder, 
Tenth District — Charles Deyo. 
Sheriff: Normal — Susy Leeder. 

Intermediate — Arthur Travis. 
Piimary — Wm. Hasbrouck. 



Assemblymen : District 


I- 


-Willa Kirk. 


District 


2- 


-Florence Deyo. 


District 


3- 


-Howard Quick. 


District 


4- 


-Otto Drake. 


District 


5- 


-Frank Palmer. 


1 )istrict 


6- 


-Oscar Eltinge. 


District 


7~ 


-Josephine Deyo. 


District 


8- 


-Maud Morris. 


District 


9- 


-Jean Gillies. 


District 


lo- 


-Elizabeth Macloy 


District 


II- 


-May Davis. 


District 


12- 


-Carolyn Smith. 


District 


13- 


-Margaret Finch. 


District 


14- 


-Margaret Jerson. 


District 


15- 


-Estelle Berg. 


District 


j6- 


—Clara Ford. 



District 17— Elmer Earl. 
District ] 8— Travis Atkins. 



Moral and Civic Training 115 

PART V RESULTS 

AND OBSERVATIONS 



FUNCTIONS OF A SCHOOL CITY 



A serious misconception concerning the purpose or 
function ot a School City organization needs imme- 
diate and most emphatic attention. The misconception 
alluded to is, that the School City is a device solely for 
"keeping order" in bchool, and that its function is 
disciplme. We beg ihat those who have not risen above 
this idea will read and re-read Article I of the Charter. 
It will then be observed that there are several ei-ds to 
be attained through tlie School City ; that while the 
order o. the school is one of the ends, it is clearly indi- 
cated that order is expected to come as the natural 
result of the opportubities that the School City organ- 
ization affords for developing self-control, loyalty, 
interest, altruism and other virtues that underlie any 
scheme of good gcjvernment. To teach patriotism and 
civics; to inculcate right practices of citizenship; "to 
instil unselfish ideas into the minds and hearts of 
Americans, native and adopted, ot both sexes and all 
ages, sects and parties." These are the chief functions 
ot the School City. 

The quotation below is taken from Our Country, and 
gives in most admirable form the thought and the 
suirit, the purpose and the function, of this organiza- 
tion. When we think or speak of the School City 
hereafter let us keep all these things in mind. Let us 
not miss the point of the organisation ! The conception 
ceases to be a g and one if we narrow it down to the 
notion of a Vigilance Committee or a Law and Order 



ii6 The Gill System of 

Society. When any one asks us about the School City 
we shall do well to refer to the Principles given below 
and to the pledge that follows. Here they are : 

THE PRINCIPLES OF AMERICAN CITIZENSHIP 

AS TAUGHT BY 

THE PATRIOTIC LEAGUE 

Whatsoever ye would that men should do to you, do ye even so to them. 

We Believe, In the principles of the Declaration of Independ- 
ence—That all men are created equal ; that they are endowed by 
their Creator with certain inalienable rights ; that among these are 
life, liberty and the pursuit of happiness. 

We Belteve, That good character, helpful kindness to all 
creatures and civic intelligence are the basis of true citizenship. 

We Believe, That the public, in assuming the education of 
children, becomes responsible to them not only for physical, indus- 
trial, mental and moral culture, but also for special training, to 
the end that they shall be most hapoy, useful and patriotic while 
children, and be intelligent and faithful citizens. 

We Believe. Tliat it is our duly to consecate ourselves to the 
service of our couniry. to study the history and principles of our 
government, to faithfully discharge all obligations of citizenship, 
to improve our laws and their administration, and to do all which 
may fulfil the idt-al of the founders of our Republic — a government 
of the people, for the people and by the people, of equal rights for 
all and special privileges for none — and to the miintenance of such 
a government we mutually pledge to one another our lives, our 
fortunes and our sacred honor. 

We Believe, That we should endeavor to lead others to under- 
stand, accept and extend these principles, and to uphold and 
defend the institutions of our country. 

THE YOUNG CITIZEN'S PLEDGE 

I AM a CITIZEN of AMERICA and HEIR to all her Great- 
ness and Renown. 

As the health and h^ppine'^s of my body depend upon each 
muscle and nerve and drop of blood doing its work in its place, 
so the health and happiness of my country depend upon each 
citizen doing his work in his place. I will not fill anv post, nor 
pursue any business where I shall live upon my fellow-citzens 



Moral and Civic Training 117 

without doing them useful service in return ; for I plainly see that 
this must bring suftering and want to some of us. 

As it is cowardly for a soldier to run away from the battle, so it 
is cowardly for any citizen not to contribute his share to the well- 
being of his country. America is my own dtar land ; she nourishes 
me, and I will love her and do my duty to her whose child, servant 
and civic soldier I am. 

I will do nothing to desecrate her soil or pollute her air, or to 
degrade her children, who are my brothers and sisters. I will try 
to make her cities beautiful and her citizens healthy and glad so 
that she may be a most desirable home for her children in clays to 
come, 

I accept the Principles of citizenship as taught by the Patriotic 
League for my own and I will do the best I can to live and act by 
them every day. 

•-*-» — ■ 

OBSERVATIONS HERE AND THERE 

THE SCHOOL CITY IS REAL, NOT MIMIC GOVERNMENT 

This form of school government is a real, not a 
mimic one. The pupils participate in a government 
that vitally concerns their welfare and happiness. 
They will become very much in earnest about this and 
realize its seriousness and responsibility. They are 
receiving a most valuable training for that period in 
their lives when the wider interests, vastly greater 
responsibili ies and terrible seriousness of American 
politics call for supreme wisdom on the part of Ameri- 
can citizens. 

TRAINS FOR CIVIL SERVICE 

This form of school government trains pupils 
elected to ofificial positions, in precisely the kind of 
duties that fall to those in adult life who hold similar 
positions. In scJiool politics, however, there are not 
the temptations to swerve from rectitude, there are no 
pulls bred of money transactions, there is no possi- 



ii8 The Gill System of 

biliiy of loss of bread and butter or of position if one 
does not carr)-^ out the behests of boss or of party. 
Hence the School City affords opportunity to devolop 
a purity of civic purpose and habits of political hon- 
esty that are alarmingly dehcient in the adult city and 
state organizations. 

TRAINING REFORMERS 

This form of school government affords a training 
school for reformers. Children and adultscenis are 
natural born reformers if they only have an opportu- 
nity of the rigat sort. They want things to go righi : 
to be better. iheir sense of justice iS keen; their 
integrity is of a higli order. They are eager to help: 
to do something for others. All these traits should, 
under WiSc guidance be given free scope, which means^ 
that individuals should have the power of the initia- 
tive, the wherewithal to proceed, and an organiz:ition 
back of tht-m to give sanction and dignity to their 
work. This is afforded by the School City govern- 
ment. Encouraged and supported by this, pupils may 
go outside their school and accomplish something for 
the communities in which they live. The following 
not only reveals the spirit to which allusion is made 
above, but shows the vast possibilities that inhere in 
the organization. 

A PETITION 

" Normal School City, 
March i, 1900. 
"Realizing the importance of work for village and 
home im!:)rovement and social betterment in general 
as represented by the "League for Social Service" 
and other similar organizations, the City Council of 
the School City do hereby petition the faculty to bring 
before the stu.ient body such information regarding 



Moral and Civile Training ng 

these matters as will serve to help make us more intel- 
ligent and useful citizens, not only in New Paltz but 
also when we go elsewhere to live." 

(This was signed by the members of the City 
Council). 

We may leel certain that the faculty, will take steps 
to act in accordance with this petition, and that a most 
practical awakening on this most important matter 
wnll follow. 

SHOULD A CHILD BE ENTIRELY FREE FROM 
RESPONSIBILITY ? 

Some in objecting to the School City may say that a 
child should be free from responsibility, that childhood 
is the time to be free and gay without a load of respon- 
sibility to curb or check spontaneity, that freedom 
from pressure is of first importance to a child. If this 
means, however, that thoughtfulness for others during 
play or at work, that a parmarient moral and influence 
actuating the life of a child is a pressure or a responsi- 
bility from which a child should be free, then, of 
c:)urie, the objection is uaaiiswerable, for the School 
City is intenlsl to divslop ju^t thssi things and to 
eliminate lying, cruelty an J every tendency toward 
vice, and thus leave the child more free for developing 
the real joys of child life. 

A SCHOOL CITY NEEDS SUPERVISION 

It will be fatal to the interests of a School City 
organization if the principal or the teachers It^ave it to 
run itself. It needs supervision. Often a word from 
a teacher will prevent pupils from falling into serious 
error. Further than this, there ought to be in every 



I20 The Gill System of 

State in the Union a State Supervisor of School Gov- 
ernment. He should be a man of largest general 
ability and free from all other responsibilities of school 
work. 

ESPECIALLY IN THE JUDICIARY 

Specially is this true of the judiciary. Suppose, for 
instance, a judge should impose a foolish or silly pen- 
alty, such as wealing a placard on the back bearing a 
statement of the oifense committed, or sentencing a 
boy to sit among the girls, or a girl among the boys, 
these and their like will throw reproach on the whole 
scheme. In Grammar schools, and perhaps also in 
High schools, a teacher should always be present at a 
sitting of court, ready to make helpful suggestions and 
prevent unwise decisions and penalties. Sometimes 
the slightest hint or even a look is all that is neces- 
sary, but many will find it advisable to instruct judges 
as to this entire matter of imposing sentence. 

PENALTIES AND SENTENCES 

Thus a young judge should be told that (i) he may 
simply suspend judgment, or (2) he may warn, or (3) 
reprimand, or (4) declare that certain privileges are 
temporarily forfeited, as joining in games and ming- 
ling with the pupils at recess, or (5) he may sentence 
to detention after school (unless, as is the case with 
some schools, there is an objection to doing this under 
any circumstances whatever), or (6) if the school 
works under a one session plan the offender may be 
sentenced to return for part of the afternoon. Some 
have found that (7) a sentence requiring an offender to 
work out a certain number of long division sums is 
effective, while (8) deprivation of office, or (9) in an 
extreme case, of citizenship, are severe but perfectly 
just and sensible forms of discipline. To sentence a 



Moral and Civic Training 121 

pupil (10) to report for further discipline to his teacher 
or to the principal is sometimes wise, but in no case 
ought a sentence to be imposed that would in any 
respect be such that the most sensible of teachers 
could not sanction it or himself impose it with perfect 
dignity, propriety and self respect. 

THE SCHOOL VILLAGE 

Where a school is so small that it cannot form at 
least three wards, it might be better to organize a 
town or village government rather than a city govern- 
ment. Here the suggestion is made in An Outline 
of Aviei'ican Government (published by the Patriotic 
League) that the "children might meet once a week 
or once a month in town meeting to pass by-laws. 
* * * * There should be elected at town meeting 
a Supervisor, Town Clerk, Justice of the Peace and 
Constable. 

"The Supervisor would be the manager of games, 
the president of meetings and in all matters the leader 
and representative of the school. 

' ' The Town Clerk would keep a record of by-laws 
and rules, give required notices of meetings and draw 
up all documents on behalf of the school. 

"The Constable would be the policeman and would 
be required to keep order and make arrests. 

"The Justice of the Peace would try all offenders 
and settle disputes brought to him as judge. 

"If it were desired to organize the school on the 
plan of village government the president and board of 
trustees would take the place of the town meeting, 
except for purposes of election." 

AN ALTERNATING SCHEME 

For the sake of complete instruction in the funda- 
mentals of government, some schools may prefer to 



122 The Gill System of 

organize for half of each year under a city govern- 
nient, and for the other half under town or village 
government. Thus the pupils in v llages and in rural 
districts may understand city government as well as 
their own, while city chi.dren may know something of 
the way in which village and rural populations exercise 
their functions of citizenship. One of the Grammar 
and Primary schools of Syracuse (Principal Scott's 
school) has adopted the village form of government, 
so instead of having a school city the school is an 
aggregation of school villages, each room being a 
village. 

THE SCHOOL CITY ELSEWHERE THAN IN A NORMAL 
SCHOOL 

This question is sometimes asked: "The School 
City may work w^ell in a Normal School, but will it 
work well elsewhere?" Why should it not? The 
Normal School is not radically different from other 
schools except in its Normal department. It has its 
primary school, grammar school, high school and pro- 
fessional school. If its Primary School City is a success 
there is no reason w^hy other primary sc'^ools shoula 
not likewise organize a successful School City. So all 
along the line; the question solved in the Normal 
School means the question solved for all schools, from 
the elementar}' to the college. 

A SUCCESS IN MANY PLACES 

Another obvious reply to the question is that it is 
working well in many Grammar and Primary schools 
throughout the United States. 

Of course a Normal School has a certain advantage, 
in that under one roof it may embrace all civic forms 
for learning by doing. School Village, School City 
and School" State all may be exemplified here and the 
best methods of organization developed. 



Moral and Civic Tfaining 123 

TIME AND EFFORT WELL SPENT 

Mi s FalJon, principal of our Primary Department 
writes: " School City government can not under all cir- 
cumstances be looked upon as a labor-saving' device for 
the teacher, though I dare say every tea^ her will have 
a different experience in this respect. Its successful 
operation requires thought and care. Indeed it re- 
quires of me the expenditure of as much effort as did 
the old fashioned form of school government, but it is 
effort directed in different and better channels. If 
that direction leads to a development, as it has in our 
school, of a clearer view, a larger heart, a tenderer 
conscience and an unwavering courage to right exist- 
ing wrongs, it is effort well spent. The ideals of the 
teacher in this, as in all other phases of student growth, 
are an important factor." 

IN THE PRIMARY SCHOOL 

Mr. Drum, principal of the Montgomery School in 
Syracuse, writes: "I am pleased to write that the 
School City is running well. Ian delighted with its 
work ngs. People in these parts are becoming inter- 
ested in the idea. I am glad that you came to us and 
that you were permitted t) put the plan into operation 
in my school. IT WORKS WELL IN THE PRI- 
MARY DEPARTMENT. You remember that I had 
m}^ doub s even in oppositon to your experience. This 
w^ork has taught me some very valuable lessons. I 
e:^pect great things from it in the future." 

THE SCHOOL STATE 

Speaking of the School State, it can be organized 
best, of course, where two or more School Cities exist, 
that is, in a Normal School, or in a large village or a 
city, though it would be perfectly possible for School 



124 The Gill System of 

Cities in neighboring places to organize a State gov- 
ernment. Of course thefe must be some other motive 
for state organization than the practical study of civics. 
This motive is supplied by inter-scholastic debates and 
athletics, or by schemes for public improvement. A 
debating society assembled in the form of a legislature 
to discuss matters of state or of national importance, 
in accordance wiih the plan so successfully carried on 
for years by Principal Wickes, of Syracuse, in his High 
School Congress, may be resc-rted to for practice, but 
should not be mixed with the actual business of the 
School State or School National Government. 



SEVERAL QUESTIONS ANSWERED 



[Questions are frequently asked by outsiders and by those not informed 
about School City government, and while most of these are answered 
elsewhere in these pages, in the charter, editorai statements, and various 
articles, yet a detailed reply to some seem necessary. — Eds.] 

Question : Must a child be of a certain age before he 
may vote ? 

Answer: No; but many teachers will feel that the 
second year of school life is early enough to begin. 
Though this is the present practice at New Paltz, we 
think it will not be long before some one has worked 
out a thoroughly practical and valuable application of 
the plan for kindergartens. 

Question: Do the cJiildrcn show interest at first 
which afterzvards passes aw ty ? 

Answer: Wnen the School City is properly organ- 
ized the interests are permanently enlisted. Yet if the 
School City be not properly supervised, if the teachers 
are lacking in enthusiasm and enterprise and have no 
adequate conception of the purpose and scope of the 
organization, loss of interest and failure will inevitably 
result. The failure, however, in this instance, will not 



Moral and Civic Training 125 

be of the plan or of the children, but of the teacher, who 
must be and is the leader always, and is accountable 
for failure as much as he is worthy of commendation 
for successful work in directing- the right development 
of character. 

Question : Is votitig compulsory f 

Answer : Not at all. Neither is citizenship. 

Question : Does the police department make arrests 
that might be called foolish ? 

Answer: Occasionally, yes; and moreover, some 
policemen find here an opportunity to gratify personal 
grudges that they are mean enough to take advantage 
of. But here is where the teacher and th.e judges must 
exercise care and supervision. With such supervision 
the percentage of foolish and of unjust arrests will be 
very small indeed, and the few cases that occur may 
be taken advantage of by the teacher to give some 
very pointed and salutary instruction concerning high 
standards of living, and of the observation of that 
fundamental principle of the School City, the Golden 
Rule. 

Question : Is the School City plan too complicated and 
cumbersome and liable to break of its oivn weight ? 

Answer: Experience in many schools shows that it 
is not. Pupils see into it quickly and adjust them- 
selves to it very readily. If it were necessary for a 
pupil to be at one time mayor, attorney, chief of 
police, etc., and to know the charter by heart and the 
city ordinances, it certainly would be too complicated. 
But no such absurdity is proposed. It is in the School 
City exactly as it is in adult participation in govern- 
ment, each individual takes just as much part as he is 
qualified to take and has time for. That the School 
City is not too complicated even for little children, 
may be seen from testimony scattered through this 
Symposium. 



126 The Gill System of 

THE SCHOOL CITY and JUNIOR REPUBLIC 

OTHER FORMS OF STUDENT GOVERNMENT 

The question is so frequently asked what is the dif- 
ference between the George Junior Republic and the 
School Cit\ , that it seems best lo answt r it in this place. 

Both ar,; in recognition of certain features of human 
and especially child nat ire, which have not been suf- 
ficiently availed of in the past for educational purposes. 
These features are treated of in other partsof his sym- 
posium, but some points of difference between these 
and between the School City and some other experi- 
ments in pupil self-government are tabulated below: 

JUNIOR REPUBLIC 
Is for Reformatories. 
Is curative principally. 



Takes a few bad children tem- 
porarily out of their bad envi- 
ronment to a farm and gives 
them a new start in life. 

Teaches competition. 

Is industrial and commercial. 



Allows political wrong^s to de- 
velop with a view to the snf- 
ferers being forced to correct 
them. 



Expensive, but well worth its 
cost. 

Retail for here and there a few 
bad children who greatly 
need as gond cire and train- 
ing as this excellent plan 
affords. 



SCHOOL CITY 

Is for Schools. 

Is preventive and constructive 
principally. 

Can lead all school children 
and students to impro\e tl-e 
environment which they can 
not lea\ e. 

Trains in co-operation and 
kindness and emulation to 
serve the general good. 

Can be helpful in the public 
schools to devdop the best 
games and occupations and 
some commercial activities. 

Allows no wrong to d> velop, 
but uses fveiy symptom of 
wrcMiv' as a t-^xt for mora' in- 
struction to fortify all against 
the development of wrong in 
the future. 

No expense is necessary to 
operate the School Citv. 

Wholesale for good and bad 
box s and girls by the 
Thousands, 

HUNDREDS OF THOUSANDS, 

MILLIONS. 



Moral and Civic Training 



1 27 



OTHER EXPERIMENTS IN 
STUDENT GOVERNMENT 

Appoint, elect, and allow chil- 
dren to earn their way to citi- 
zenship in an oligarchy, in 
which the citizens elec a 
committee, the members of 
which are called ''tribunes," 
and to whom are given all the 
powers (legislative, executive 
and judicial) of government. 

Teach false ideas of American 
citizenship and govtrrnment. 

Deprive the ch^ildren of the 
pleasures and benefits of 
learning to govern themselves 
as American citizens. 



Have failed in some .'-chools and 
colleges where the object has 
been too narrow, such as to 
prevent dishonesty in exam- 
inations or the plan was too 
simple and crude, lacking the 
elements of a well developed 
School City. 

Many visitors to a school in 
Chicago report the disorder 
to be so bad as to throw dis- 
credit, unjustly, on the whole 
idea of government by the 
pup. Is. 



Is not a complete system of 
either moral or civic training. 



SCHOOL CITY 

All children admitted to citizen- 
ship, and elect separate legis- 
lative, executi\e and judicial 
officers, accoiding to Ameri- 
can laws and customs. 



Teaches right ideas of Ameri- 
can citizenship and govern- 
ment. 

Gives the children the great 
pleasure and benefit they can 
get trom the var-ety of forms 
in American government, and 
from the exercise of their 
natural instinct to imitate the 
work of grown petjple. 

Is good for American students, 
from the oldest to the 
youngest. 

Grows in interest and strength 
as the plan of citizenship un- 
folds and the students acquire 
the habits of citizenship. 



" I have been studying the 
School City system in Syra- 
cuse and am delighted with 
the results they are obtaining. 
The discipline there is beyond 
the hope of any school using 
the old methods." — A. E. 
Chase, Principal, Fayette- 
ville High School. 

Is a complete system of both 
moral and civic fnstruction 
and training. 



128 The Gill System of 

THREE FUNDAMENTAL PRINCIPLES 

WHICH ARE VIOLATED BY THE SCHOOLS 

PRESIDENT CHARLES W. ELIOT OF 
HARVARD UNIVERSITY 

[The following is applicable to the School City, 
though written witn tne George Junior Republic in 
view. — Eds. ] 

There are three most fundamental principles in edu- 
cation which are too often neglected, even by persons 
whose lives are devoted to educational service. 

The first of these fundamental princi .les is that the 
real object in education, so fcir as the development of 
character is concerned, is to cultivate in the child a 
capacity for self-control or self-government, not a 
habit of submission to an overwhelming, arbitrary, 
external power, but a habit of obeying the dictates of 
honor and duty as enforced by active will-power within 
the child. 

The second is that in childhood and youth it is of 
the utmost importance to appeal steadily, and almost 
exclusively, to motives which will be operative in after 
life. In too much of our systematic education we 
appeal to motives which we are sure cannot last, to 
motives which may answer for little children of six, 
ten, or twelve, but which are entirely inapplicable to 
boys and girls of fourteen, sixteen, or eighteen. Thus 
the motive of fear is one of these transitory motives 
on which organized education in the past has almost 
exclusively relied ; yet it is well determined by the 
history of the race that the lear of punishment, 
whether in this world or the next, is a very ineffective 
motive with adults. 

The third fundamental principle in education is 
Froebel's doctrine that children are best developed 
through productive . activities, that is, through posi- 



Moral and Civic Training 129 

tive, visible achievement in doing, making, or pro- 
ducing something. 

This plan appeals steadily to motives in the boys 
which will serve them when they become men ; and it 
is constantly trying to develop in the boyish com- 
munity the capacity of self-government. Therefore I 
say it is based on sound educational principles. 



MISAPPREHENSIONS 

The apparently lifeless spirit that a few of our stu- 
dents manifest toward the organization and work of 
our School City and State, might lead one to believe 
that some members of the school are lacking in the 
true and loyal support which they should give to an 
institution of learning. We do not like to feel that 
this is true, and consequently have chosen to write 
this article, hoping thereby to correct any misappre- 
hensions that may have arisen, or are likely to ar.se. 

Some, no doubt, believe that the power of a student 
democracy to administer government is not real, 
because the principal and faculty retain their authority 
over the school. This is a mistaken idea. The power 
delegated by the principal and faculty to the School 
City and State is no less real than the power delegated 
to the county or town by New York State. The higher 
authority in either case retains, as it should, the right 
to demand that the delegated power be used wisely 
and justly. Thus while we do not have supreme 
power, we do have real power and, consequently, real 
responsibility. 

The police system may seem to some to be an 
arrangement whereby certain individuals are author- 
ised to play the part of a spy, or sneak, and look about 
like a detective for disorder and disobedience. This 
is an entirely erroneous idea of the real work of a 



^3° The Gill System of 

police department and as far from the actual aim to be 
accomplished as the poles of the earth are from each 
other. 

Let us look into the conditions that have existed for 
years and are still in vogue in many schools of our 
State. The child has been taught, from the day he 
entered school until he finished his w^rk there, that 
the teacher was the supreme ruler and that the 
voice of the student was not to be heard in making 
the laws; that what others did was none of his affairs; 
and th :t taitliu'^- was the greatest sin of which he 
could be found guilty. The students that learned in 
school to stand calmly by and, without a word of pro- 
test, see their school-mates break a law of the school, 
have developed into the men who to-day shut their 
eyes and ears to the corruption in the conduct of State 
and municipal affairs. 

It is to guard against the mistakes of the past that 
we wish to cultivate in students, through a wise and 
efficient administration of a police system, the desire 
to attack and fight wrong wherever they meet it and to 
do right because it is right. Pupils that will do this 
are going to be the men who will not only refuse to 
aid corrupt practices in the affairs of our country, bnt 
will root out the evil whenever they find it. To 
characterize as a spy system an organized effort to 
instil into the minds of the future citizens of this 
great reoublic the true duties of citizenship, is to 
acknowledge an unwillingness to aid the progress of 
our nation. 

When the true spirit of one's duty to the communitv 
is felt and the idea is established that the person who 
tells the truth is to be characterized not as a tattler, 
but as a loyal member of the commonwealth, untruth- 
fulness must become unpopular and inevitably disap- 
pear. 

Parents may also hesitate to support a movement 
that apparently strips the teacher of authority. Fears 



Moral and Civic Training 131 

of this nature are without foundation. It has Ijeen 
said above that the School City or State has not 
supreme power, and it may ' e added, it can never 
have. The teacher can only delegate to the students 
the po A er to establish and administer i>-overnment. 
He must supervise the work a id i^'uard against unwise 
laws and illogical or unjust penalties. 

Furthermore the system can only succeed in propor* 
tioQ as the teacher uses tact and judgment in leading 
his pupils to discriminate between liberty and license, 
to lay aside jealousy and strife, and to subordinate self 
for the benefit of all. Moreover the penalties imposed 
upon law-breakers by fello \ -students acting as judges, 
are real and calinot be too radical or they would be set 
aside by the teacher. Justice is ce: tain, for if a stu- 
dent feels that he has been unjustly convicted or sen- 
tenced, the right of appeal to the princi[.al or faculty 
is his. 

The time spent by students in the actual administra- 
tion of the city and state affairs — object lessons of 
inestimable value — cannot but be fruitful of good 
results. 

Whatever may be our objections to any particular 
phase of the school city or state, we should look care- 
fully for the true ends to be obtained before condemn- 
ing the entire svstem, from which great results are 
alreadv obtained and to whi' h is being given the 
enthusiastic support of some of the greatest men in 
our land. 

Let us earnestly plead for the hearty co-operation of 
teachers, parents, and pupils in one grand, uplifting 
and enlightening struggle for the benefit of our coun- 
try and all that is noble in human life! 

wm. r. ward. 



132 The Gill System of 

SOME OPPORTUNITIES OF THE 
SCHOOL CITY 



In the minds of many people judgment is suspended 
as to the merits of the School City or of self-govern- 
ment for students by whatever means it is sought. 
Many believe that in school, as in any important work 
carried on by a number of people, " one man power " 
is necessary for smooth running and skillful, econom- 
ical management. Indeed, that quality of personality 
which assures skillful management has been one of the 
prime requisites for a successful teacher. 

But betwee nthe school and the business enterprise 
there has been and is this difference : While in a busi- 
ness enterprise the people directed by the manager are 
working for some purpose which little affects and often 
little interests them and for which they are often even 
sacrificed, in the school this is not so, for the students 
ought never to be sacrificed simply for the sake of 
smooth running ; they should be the first consideration 
of the manager and their welfare and development 
should be the end and aim of the whole institution. 

Now if a mode of government that will exercise other 
virtues than simple obedience cou^d be formed, and if 
this mode of government could not only govern but 
also develop the student and lead him into some part 
of the ' ' inheritance " which his education ought to open 
to him, then its speedy acceptance and beneficent re- 
sults could be confidently expected. 

Dr. Button in his Social Phases of Education says : 
" Self-government is the corner-stone of the republic 
and is destined to animate all mankind in the not dis- 
tant future. The school must build character upon 
this foundation. The weak and defective are to acquire 
strength by self-control and patient endeavor." 

The School City both furnishes opportunity for this 
** self-control " and "patient endeavor" and brings a 



Moral and Civic Training 133 

child into a knowledge and appreciation and actual po.s- 
session of apart of his "institutional inheritance." No 
doubt in all schools there is opportunity for " self-con- 
trol " and " patient endeavor," but the self-g-overnment 
involved in the School City creates, and from its very 
nature must create conditions favorable to high moral 
and social development. To insure its success, its im- 
portance must not be belittled. An appreciation of 
what its wide adoption means, of what it can do for the 
individual intellectually, morally, and socially, and of 
the power behind it, is seen even at this early stage, in 
the list of men iiigh in church and state who are back 
of it and with whom it is in high fav'-r. The interest 
coming from this appreciation is very necessary for 
students to have, as it alone assures to them the knowl- 
edge of the value of what they are doing. 

There is nothing perhaps more necessary in our na- 
tion to-day than a strong, healthy, well trained public 
opinion and this too must be possessed by the students 
under the School City government. Here in school it 
can and is being cultivated. Where can more favor- 
able conditions be found for its development ? The 
questions which come up are not too difficult for indi- 
vidual judgment by each student. Parties are not 
likely to b^ foimed and every act of the city council is 
of vital interest to each student. How easily a strong 
public opinion can be cultivated and how clearly its 
value can be recognized by the students themselves. 
This habit of judging the acts of legislative bodies and 
of officers and voting according to conviction and not 
according to the dictates of some party is and always 
will be of great value to students. The habits formed 
in fulfiring the obligations of a citizen will go far 
toward determining the character of the voter in after 
years. 

At present the rapid advance of social movements is 
remarkable and people in the front ranks of education 
have perhaps gone beyond the knowledge of many. 



134, The Gill System of 

How girejau changes this movement toward self-govern- 
ment will bring it would be very rash to try to say. 
But the anticipation of the adoption of some scheme for 
self-government by students can safely bj said to mean 
the anticipation of a change as great as any that has 
ever occurred and one which w 11 bring a g eat in- 
centive o institutional study and political uprightness 
and cleanliness. 

ALFRED HARCOURT. 



SOME ADVANTAGES OF THE 
SCHOOL CITY 

As<the- School City is a comparatively new form of 
school government, every one is asking, what advan- 
tage has it over the old form ? Is it better ? if so, 
W\hy ? We believe that many benefits can be shown to 
be the direct results of the institution of the School 
City. 

In the first place, self-control is one of the aim^s of 
educa ion. Under the old form, admonitions of the 
teacher, punishments and rewards of merit were the 
chief incentive for the child to endeavor to restrain his 
actions and emotions. In the School City, the child 
feels that he shares in maintaining order and restrains 
him.self so that he may not violate his own edicts. If, 
as in exceptional cases, he does not exercise such con- 
trol, his companions will not tolerate any behavior 
which interferes with the rights of others in the 
school room. When the teacher had to dictate all 
rules and laws, it was impossible for him to know 
what took place on the playground. Often, pugilistic 
encounters tending to develop all the brute in the 
child, went on without his knowledge, or foul language 
was used. More harm resulted from a half hour recre- 
ation period than could be set right in a life time. The 
jurisdiction of the school city extends to the school 



Moral and Civic Training 135 

oTounds and disturbers of the peace quickly feel the 
hand of the law, for the best citizens are quick to see 
wrongdoing- ,n its true aspect, to feel that freedom is 
not lawlessness and that any one who mistakes one for 
the other must learn, by punishment if need be, to 
make the distiuction between the two. 

Responsibility is a great factor in education. A 
person placed m a responsible position will attempt 
faithfully to meet the demands of his office. He sees 
many things in the new light of his position, and 
seeing them thi^s his mind must broaden to grasp the 
situation. A diild, who holds the office of policeman, 
member of city council or judge has new responsi- 
bilities entrusted to him and in rising 10 assume these, 
he has traveled far on the road to useful manhood. 

The School City tends to develop the social side of 
the child. This is as it should be for man is a social 
animal and his usefulness and nobility are measured 
by his dealings with his neighbors. The whole train- 
ing uf the child should aim to fit him for a Lfe of 
constant and helpful com act with mankind, not to be 
a recluse and a hermit. In the ward meetings of the 
City the child citizen learns the forms ot parliamentary 
law, which in luture years will be an aid to him in 
many business meetings with his fellow citizens. In 
various relations of business he is brought into close 
contact with his comrades, and forms clear ideas of 
the rights of others. With the aid of older minds he 
learns to exchange opinions with his associates, and to 
recognize the value or worth of the plans that are 
proposed. 

When he appears upon the witness stand or acts as 
a lawyer, he learns to think logically and quickly and 
to express his thoughts concisely. 

Not least among the advantages of the School City 
is the trainmg in some of the actual routine of gov- 
ernment. A child learns the meaning of primaries, 
nominating conventions and the like by experience. 



136 The Gill System of 

He naturally begins to compare the actual government 
of a city and state with his own school government. 
He sees differences and demands an explanation ; as a 
result the wheels of government are not dim abstrac- 
tions to him but realities. This understanding places 
him above many an older voter. He feels that it is 
his duty to participate in the management of the city. 
It is his privilege to see that only competent officials 
are nominated. [A few mistakes soon teach him this.] 
Certainly such training tends to send forth men and 
women fitted for intelligent citizenship. Much of the 
political corruption of the day exists because honest 
men will not share in the management of the state. 
They passively allow dishonest politicians to shape 
public affairs for their own ends. The youth at grad- 
uation will understand the necessity of pure politics 
better than many middle-aged men. He will see the 
need of the conscientious vo.es of conscientious men. 
Consequently he will be ready to take an active and 
intelligent share in stopping public frauds. 

Will the lessons learned from a conscientious par- 
ticipation in the affairs of the School City be easily 
forgotten when the young man enters real life ? He 
will be armed against the temptations and corruptions 
of political business, and what is still better he will be 
willing, ready and able to take active steps whenever 
needed in the direction of obtaining happier condit'ons 
for his fellow citizens. anne v. a. cline. 

PUBLIC OPINION AS DEVELOPED BY THE 

SCHOOL CITY 

The question was recently asked at a parent's meet- 
ing, "Will this School City government teach the 
children to lie? " This is a serious question, but 
teachers will wish to ask another question also, ' ' Will 
self-government help in teaching the children truth, 
honesty, purity, justice, courtesy?" 



Moral and Civic Training 137 

If the School City is to mean anything for the future 
citizenship of the child it must be a strong factor in 
aiding his instructors to raise his ideals and to create 
a healthier moral tone than is found in many of our 
public schools. The child will soon be the responsi- 
ble citizen, and if he has lived in an atmosphere of low 
public opinion in his school he will not be ready to 
raise the deplorably low standard of American politics. 

Honesty in word and deed lies at the foundation of 
the other virtues to be developed in the child. We 
may comfort ourselves by thinking that the child is a 
''savage " and that he will naturally outgrow his low 
standards. But how is it in reality in school life? If 
there is any tendency in a school to hoodwink the 
teachers, to cheat in examination, to take advantage 
of each other s rights, does it not increase as the child 
advances from grade to grade? And why should it 
not be so? Children in the higher grades have more 
at stake, their motives are more complex and they 
have more numerous conflicting interests. As long as 
the sentiment of their mates is not against them, the 
average girl and boy will not see the immorality of 
dishonesty in school work. 

Why is it that a school can have a low moral tone 
and yet have in its midst many high-minded pupils? 
Because of the same condition that makes possible 
such corruption in politics — the indifference or toler- 
ance by the better element. 

The old question may be asked, "What are you go- 
ing to do about it? " It is a broad field for discussion, 
but the first thing is for those who are interested in 
the success of the School City to decide that they will 
do something. 

There are two factors to be considered, the influence 
of the teacher and the law making power of the child. 

The teacher knows that the child's schoolmates have 
a stronger immediate influence over him than his 
superiors. In this lies the hope for the efficacy of self- 



138 The Gill System of 

gOA^ernment. Make the child responsible for the wel- 
fare of ins fellows as well as for his own rights, and 
the habits created in school will affect for good his 
attitude toward the world. 

Educators are beginning to feel that the power of 
the teacher lies in his personality. It seem^ almost 
superfluous to suggest that the teachers who are to 
guide these young citizens in developing strong char- 
acters must tiiemselves be of true integrity. It is a 
deplorable fact that, not only in high schools and 
colleges, but even in some Norma! schools, founded 
for the express purpose of providing the schools with 
better teachers, there are those who have no conception 
of straightforward, honest work for the teacher, or fair 
dealings with each other. Do we not all know that 
class of studenis wh )se rugged path to knowledge is 
cheered by the assistance of kind friends, by interlined 
copies of the classics, and by precious note-books 
bequeathed to them by those who have been throug^h 
the agony before ? Those who make use of such 
devices are certainly not fit to become leaders of 
children. 

The teacher of enlightened conscience will be a 
strong force in leading the child to see the subject of 
government in all its seriousness and in helping him 
to wise School City legislation. When once the right 
of the children to honest dealing with each other and 
with their teachers has been recognized by them, and 
secured to them by their own law making power, the 
other questions of morality which arise in school can 
be more effectivel}^ settled. 

ANNA T. HULETT. 



Moral and Civic Training 139 

RESPONSIBILITY AN EDUCATIONAL FORCE 

The question of education is, "How shall we train 
■our boys and girls to meet and overcome the difficulties 
.of life?" The scholar says, "Give them culture;" 
the man of business says, "Put them on their metal, — 
let them find out what they can do. In other words, 
make tLiem self-reliant." The rational observer sug- 
gests, "Do both. While giving them culture, give 
them also self-reliance." He recognizes the fact that 
the business man's idea is being ignored in our present 
educational systenfj^ that the too-much-helped child of 
to-day has few opportunities to develop those qualities 
which make for success in life. 

We expect a child, as the result of education, to be 
able and willing to shoulder the responsibility belong- 
ing to a member of a free community. We wish him 
to feel that services will be required of him as a citi- 
zen, and that it will be honorable to render them. The 
School City attempts to develop the child through the 
responsibilty which devolves upon him,— legislative, 
judicial and executive. 

The responsibility for making laws tends to the bet- 
ter observance of those laws. Socrates, on the night 
before his death, argued to his pupils that the citizen 
of a democracv, by endorsing the laws through con- 
tinued residence, and by his voice in the making of 
those laws, binds himself to their observance. 

Judicial responsibility no less tends to develop the 
judicial character. Lawyers who have been most 
biased in their opinions, have, after being appointed 
judges, often surprised even their intimate friends, by 
the equity with which they have discharged the duties 
of their office. We are familiar with the example of the 
school boy upon the ball ground, who cheers lustily 
for his own side, but who when chosen umpire, judges 
with the utmost coolness and impartiality even though 
his sympathies may be with the losing team. The 



140 The Gill System of 

mind grows not only to the power in which it is habitu- 
ally exercised, but also to the moi/e in which it is 
exercised ; for the calm judgment which must be ren- 
dered tends to check any tendency to hasty thought 
and action. 

Executive responsibility, on the other hand, tends 
to educate in other directions. A person of a deliber- 
ative mind, who is not inclined to act readily, is 
trained by the constant need for action, to promptness 
in response to a stimulus. He gains the ability to 
take the initiative. 

The boy who is elected by his fellows to an execu- 
tive position, and who feels that for the sake of his 
own reputation he must make a success of the work, 
spares no effort. While he is working in part for 
selfish ends, yet in the very exercise of his will, and 
the striving to accomplish his purpose, he is gaining 
powers which will stand him in good stead in later life. 

Furthermore, executive responsibility educates the 
tactical sense. The man at the head of a small 
business, who cont ols twenty men, feels just as truly 
as does the man who holds the reins of government, 
the need of knowing how to deal with people. The 
testimony of men who have been grandly successful, 
shows that they owe their success in part to their skill 
in moulding men's opinions — their ability to adapt the 
present circumstances to the ulterior ends which they 
have in view. The pupil in school sharpens this sense, 
as he does every other, by using it. 

The character of a child is thus developed by the 
responsibilities of each of the departments of govern- 
ment. One of our psychologists says, "The develop- 
ment which is the basis for increased power of the 
mind comes with conditions that demand it. It is 
hastened in those who are put early into positions 
demanding responsibility, and is delayed in those who 
are long protected amid stirroundings that require no 

thought." MABELLE H. LEE. 



Moral and Civic Training 141 

WHAT IS AN ANARCHIST? 

In the problems of any government, free or mon- 
archical, democratic or autocratic, the anarchist is ever 
an important factor. According to popular opinion he 
always makes himself known by active demonstration, 
the French Revolution, or the riots of our own day, for 
example. He is pictured as a ragged, dishevelled indi- 
vidual with weapon in hand, ready to slay the first 
well dressed citizen he meets. He is one of a class 
which is forever in a state of unstable equilibrium, and 
which any grievance, ^-eal or imaginary, is likely to 
overbalance, and hurl against existing government to 
overthrow it. The political boss, and the trust mag- 
nate may be classed among these active anarchists, for 
it is their oppression which gives the man with the 
dynamite bomb an excuse for being. He accomplishes 
his end by force, and they by fraud, and all are equally 
dangerous. 

This is the truth, but not the whole truth regarding 
the anarchist, for anarchism has its passive, as well as 
its active side. The class of actively disturbing ele- 
ments in any government is always much smaller, and 
comparatively less dangerous than the class of dead 
weights, — citizens who because of their indifference 
and disregard of duty are an incubus upon true citizen- 
ship. It is these passive anarchists who make the 
active anarchist a possibility. The respectable voter 
who fails to exercise his sacred right of the ballot to 
overthrow this oppression of boss and magnate, — is he 
not even more culpable than they ? The boss's greed 
for power is no worse than the selfishness of the citizen 
who will not oppose him for fear of injuring his busi- 
ness. The famous Scotchman, Ian Maclaren, who 
recently visited America, says: "What greatly im- 
presses a traveller in the United States is that the rich 
men work as hard and as long as the poor, and th-^t 
they cannot even give attention to the affairs of their 



142 The Gill System of 

country, but are willing- to leave th>. m to the very 
doubtful management ot the boss, because it would not 
pay them to leave their business and go into politics." 

Such a ciLizen is not fuinlliDg" his duties ol citizen- 
ship. He IS an anarchis in that he is undermining' 
the government of his country by fading to perpetuate 
its civil in^Lltutlons, and turn aside the dangers that 
threaten them. It is such ii. difference that lits at the 
bottom of corruption m government — natiouc.l, state 
and municipal -^ind tii.s evil will nevtr be remedied 
until those in whose iveeping the government is resting 
awake to a sense of their responsibility ; t 11 they see 
that LO neglect th ir countiy in peace is as criminal as 
to bear arms against her in war. 

One powerful agent in bringing about this reform is 
the press. The newspaper may be a means of spi ead- 
ing anarchy and rebellion among the people, or an 
instrument to act on public opmion for good. It is 
the duty of the citizens of a free country to encouiage 
and co-operate wiih the press in inculcating reverence 
for the institutions of that country. Neither the 
pulpit nor the press can tra n the people to form right 
habits. All they can do is to give in formation. 

The school must be the i reat factor in educating the 
people for citizenship. It alone can take the mass of 
our cit zens while they are young and train them tO' 
form permanent habits for the right performance of 
social and ; olitical duties. The child who is allowed 
in school to participate in a government modelled after 
that in which he will afterward be called upon to 
share, who has learned that each one in that govern- 
ment has duties which it is criminal to neglect, and 
privileges which are not marketable commodities to be 
bought and sold, he will never mistake lawlessness for 
libert3^ ^^ ^^^^ ^^ labor for a reform where reform is 
needed. He will be neither an acive nor a passive 
anarchist, but an active and true patriot. 

AlABKL GRAV. 



Moral and Civic Training 143 

PART VI — QUOTED COMMENTS 
AND NOTES 

COVCIEVE AND DEVELOP AN IDEA. 

Rev. Dr. W. T. RAINSFORD, of New York, in 
the course of his remarks at a meeting, March 17th, 
1900, made the following important statement : 

" It has never before been given to any educator, so 
far as I know, both to conceive and develop an idea so 
timely, so fruitful of^good, as Mr. Wilson L. Gill's 
idea of the School City."^ He has supplied a method by 
which to teach the coming generat on what its civic 
and political responsibilities are and how to fulfil 
them." 

GOOD FOR PORTO RICO, CUBA AND THE PHILIPPINES 

GENERAL JOHN EATON, former U. S. Com- 
missioner of Education, who was sent to Porto Rico 
to organize the educational forces there, says the plans 
of the School City are perfectly adapted to the needs 
in Porto Rico. 

A CHIEF FACTOR IN MORAL AND POLITICAL REFORM 

GENERAL LEONARD WOOD says the plan of 
the School City is ideal <or use not only at home but 
also in Cuba, Porto Rico and the Philippines, and that 
he would forward the cause in the Province of San- 
tiago, of which he was governor. Since becoming 
Governor General of Cuba, he has requested the orie- 
inator of the plan to organize the movement through- 
out Cuba, as soon as the situation will permit. 

COL. GEORGE E. WARING, Jr., in an address 
describing New York City as he imagined it will be 



144 The Gill System of 

a hundred years hence, over and over again reiterated 
the belief that there will be a great moral and political 
reform, "a chief factor in which will be the practical 
training in citizenship which the children in public 
schools will get by means of the Gill School City." 

In the address he says: "The interest shown by 
the school children of all classes in the organization of 
the juvenile street cleaning leagues and in the civic 
organizations established by Mr. Wilson L. Gill * * 
especially his School City ; the avidity with which they 
acquire information as to the details of government; 
the idea that is beginning to prevail among them that 
government means something more than the police- 
man to be run away from, and the interest that they 
show in everything affecting public welfare, these 
alone are enough to give one the most confident hope 
for the future." 

PUBLIC SCHOOL No! lo, in Brooklyn, has several 
School Cities. There are about 4,000 children. The 
pupils have entered into the movement with great 
zest. The daily papers have hastened to give accounts 
of the school municipalities. The experiment is 
watched with interest by the public and the depart- 
ment of education. 

BUSINESS METHODS 



EXTRACT FROM LETTER FROM PRINCIPAL O'HANLON 
OF MILWAUKEE 

''If you could have seen the actual work done in 
these conventions, common council meetings, court 
trials, etc., you would be surprised — at least I was — 
at the business methods employed most earnestly by 
the children. Perfect decorum in their relations to 
each other and yet freedom enough to make interesting 
sessions with very ordinary routine work of legislation, 
election, trials, etc. 



Moral and Civic Training 145 

"Crowds of children packed into these meetings 
getting their first lessons in parliamentary practice 
and law making ideas from the School City Common 
Council. In the School City Courts, both sides of a 
controversy were argued by attorneys who defended 
their clients against the attacks of the city attorney in 
criminal suits, or argued against each other in pure'y 
civil cases. 

" I cannot begin to tell you of the great amount of 
interest taken in practical affairs by those pupils who 
had the initial training in the School City." 
— •-♦-• — 

HAPPY RESULTS 
PRINCIPAL R. J. O'HANLON, of Milwaukee, 
makes the following statement of resuhs in his school 
of about 800 children after a year's experience with 
the School City: 

1. Children, even in the lower grades, have become 
interested in the nature of city government in detail. 

2. A good foundation for knowledge of government 
of' the city, state and nation, of the making of laws, of 
representative law-making bodies, powers and duties 
of executive and judicial officers, etc., has been made 
through performing the functions of the various 
offices. 

3. In the Council meeting methods of conducting 
deliberate bodies and drill in parliamentary practice 
have been secured, and respect for rights of others at 
such assemblages taught. 

4. In the courts of justice careful inquiry into both 
sides of a case, love of justice, respect for the repre- 
sentatives of law and order, and the relative degrees 
of misconduct have been taught most impressively. 

5. Through some failure to elect good officials, the 
consequences of such carelessness shown in the injury 
to the School City have been felt to such a degree as 
to teach valuable lessons to voters. Subsequent elec- 
tions have proved how effectively these lessons have 



u6 The Gill System of 

been taught, for personal favoritism has been sacrificed 
to secure the best persons for positions in the govern- 
ment. 

6. Order in the corridors, play grounds, rooms and 
other places under the jurisdiction of the government 
has been improved. 

7. The conduct of the pupils shows greater resp ct 
for the rights and feel ngs of others and greater 
courtesy in their actions. 

8. The relation between teachers and pupils, es- 
pecially in the higher grades, has grown more cordial 
and helpful. 

9. Many petty troubles which before kept teachers 
and principal busy in disciplinary work have been 
settled satisfactorily by the pupils themselves. 

10. Having discovered the effect of wrong-doing 
upon themselves and the school as a whole, the pupils 
have become convinced that manly exposure of wrong 
is not idle tattling, but an honorable means of prevent- 
ing the spreading of evil, and for the general good. 

11. They have learned that laws are not made to 
prevent freedom, but to protect rights; that officers 
representing the government are to be respected and 
obeyed, in order that the general welfare of the com- 
munity may be secured, even when these ofhcers are 
their classmates. 

12. There has been no occasion for corporal punish- 
ment for actions done within the jurisdiction of the 
School City government, vsince an entirely different 
incentive than fear of corporal punishment has actu- 
ated the pupils in their conduct at school. 

13. Finally, they have learned how to share intelli- 
gently in the government of which thev shall soon 
form a part and do their duty as patriotic citizens — 
alert in every way for the general welfare of the com- 
munity in which they live. They cannot be indifferent 
as men and women and permit corruption in public 
office by allowing unworthy representatives to govern 
the people in city, state or national affairs, 



Moral and Civic Training i41 

WHAT TEACHING IS 

By Principal HOMER C. BRISTOL, Brooklyn 
[In organizing a School City, particularly in the lower grades, the wise 
guidance ot a teacher is absolutely necessary. A School City will not 
siicceed without. No teacher should feel that when a School City is 
organized, he may withdraw into his office or behind his desk and let'the 
City take care of itself. The following applies to this form of govern- 
ment just as Well as to the work of teachmg.— Eds.] 

Teaching, regarded not as a profession, a science or 
an art, but rather as an activivity, is guidance. It is 
the arousing, directing and sustaining of the attention 
of others. The taught do the work ; their attention is 
the available energy to be used. The teacher is guide. 
His function is oversight, care, superintendence. 

The teacher gains great advantage from the clear 
grasp of this form of teaching. Discipline, the bug- 
bear and the distress of the class room, is nothing 
when the energy of pupils is wisely directed. Its 
problem is often solved by an abundance of suitable 
work. 

Enthusiasm, sometimes miscalled the greatest ele- 
ment in instruction, is assigned its proper place. It is 
good for what it will accomplish in the mental activity 
of others and no more. 

Lunatics are often ardent even unto violence. 
Enthusiasts are commonly deemed one-sided if not 
unpractical. A teacher who sustains the highest ten- 
sion of effort may do well, while one who in calmness, 
accurately notes what others are doing, and quietly 
keeps them at the top of interest and exei lion, does 
infinitely better, and lives at a pace that will not forbid 
a green old age. 

Teaching, then, is steering : it is working some one 
else. The greater the exertion of others, the better 
the work of the teacher. Now this kind of teaching is 
absolutely essential to the welfare of the School City 
movement, and it was for the purpose of making this 
observation that the foregoing remarks were written. 
Guidance, steering, controlled enthusiasm, putting 
others at w^ork, these are the teachers' functions in a 
School City. 



148 The Gill System of 

PARTIES 

[Since in a School City organization there are no political parties, two or 
more candidates for each office are nominated in order that an active 
choice by the voters ma}^ become possible. This active choice is the very 
thing that is so much wished for in municipal elections. Vote for the best 
man, not for party. In the sense of affiliation with some party, politics 
has no sphere in School Cities. Apropos of this is the following rom 
Principal Homer C. Bristol.— Eds.] 

In municipalities, the public interests have little 
or no relation to party principles. Yet party ma- 
chinery usually dominates munic'pal government. 
Subserviency to party, of whatever name, on the part 
of good citizens enables machine politicians to per- 
petuate municipal misrule, with brief interruptions 
when spasms of municipal morality are compelled by 
waves of moral sentiment which almost invariably 
subside as quickly as they arise. 

The dissociation of municipal politics from state 
and national politics is the most needed reform in the 
government of cities. It is then of fundamental 
importance that School Cities have no party politics 
based upon notions concerning the great political 
parties, and that they prepare citizens to guard the 
interests of cities, rather than to run with the machine. 



SCHOOL CITY A CHARACTER 
DEVELOPER 

EXTRACTS FROM AN ADDRESS BY 
PRINCIPAL C. N. DRUM 

The Gill system of self-government has been intro- 
duced into ihe Syracuse public schools. It is in opera- 
tion at the Montgomery School and the teachers are 
enthusiastic over the results. 

The system works perfectly. Mr. Gill, the originator 
of the system, came up from New York and organized 
us. I would never voluntarily revert to the old 
system of government by the teachers. The School 
City is a character developer. These bo3^s and girls 



Moral and Civic Training 149 

are making a different place of Montgomery School. 
Among oiher things, they are rooting out the swearing 
habit. I am present at all the sessions of court, and 
have never known the Judge to impose an unjust sen- 
tence. The self-government system is the one way 
in which American children should be educated. 

Any person who has had anything to do with school 
work knows that the well meaning children are passive. 
They see wrong doings but do nothing to suppress 
them. Having the thought that to tell is to tattle, 
they even go so far as to endeavor to shield the 
offender. The teacher is the one person a.l study to 
outwit. There is continual prevarication, if not abso- 
lute untruthfulness. By such a passive education 
toward wrong doing, the public conscience of our 
people has, in a measure, been killed to wrong doing. 

This system places the responsibility upon the 
children themselves and makes them feel the responsi- 
bility. It changes the whole idea of school manage- 
ment. It places the children upon honor. They feel 
that confinence is placed in them and they will not 
betray the trust. My faith in children has increased 
very much as the result of my experience with the 
School City. I know that city children, as well as 
country children, can be trusted to their great advan- 
tage. 

Montgomery " School City" is practically self-gov- 
erning. It has its mayor, police justice, chief of 
police, truant officer, policemen and Common Council. 
The citizens make, explain and enforce the laws. 
There are twelve wards. The good citizens are active 
for good. While the keeping of order is delegated to 
the officers each citizen has been made to feel his own 
personal responsibility and has acted accordingly. 
Although our primary motive is not the teaching of 
citizenship, nevertheless, citizenship is taught. They 
breathe it in the very spirit of the institution. Miss 
W met one of our small boys on the street. 



ISO The Gill System of 

" Are you a policeman ? " she asked. " No, but I am 
a citizen." They have been led to feel that to be a 
citizen is a great honor and to be a good citizen (that 
is one who is active for good) is the greatest honor. 
The officers are conscious of the fact that their 
business is to serve — to labor for the best good of all. 

Our mayor appoints the policemen in each ward and 
also the policeman for the care of halls and play- 
grounds. Our marching has improved. Our deport- 
ment and lining up in yard and basement is better 
than ever before. The citizens take a laudable pride 
in doing right. They feel better, they look better, 
they are better. We had a dirty, disagreeable, tardy, 
runaway girl in one of our rooms. She was appointed 
a policeman. The change in that girl is marvelous. 
She is clean, agreeable, in school every day and comes 
on time. She is a new creature. 

The other day I stood in the lower hall of Franklin 
School a stranger to the pupils. No teacher was 
visible. The children were entering the building in 
perfect order. I waited. Order seemed to be the first 
law of Fra klin School. The time spent in duties 
outside of their rooms saved to my teachers amounts 
in one day to five hours and twenty minutes, in one 
week twenty-six hours and forty minutes, in one year 
to 214 school days. If the teachers use that time in 
preparation of lesson work, at the present salary rate 
the value to my school is $642. In Franklin School 
321 days are saved, amounting to $962. I will not 
endeavor to compute the value in character growth-, 
for we have no common unit of character measure- 
ment. Some people may feel that ihis is a scheme to 
make life easier for the teachers, but that does not 
enter into its purpose. The question is, what is the 
best thing for the child? If the best thing for the 
child happens to make it easier for the teacher, well 
and good. If not, teachers as a class are more than 
willing to bear any extra burdens for the good of the 
children. 



Moral and Civic Training 151 

Since the school court settles with offenders the 
principal and his teachers are enabled to secure and 
maintain a more helpful, sympathetic relation with 
these same offenders. They treat us more as friends, 
and we are thereby enabled to sow the seeds of right 
conduct by kindly word and helpful admonition. We 
stand in a better relation to the child. It may be the 
same relation so far as we are concerned, but they see 
us now in a new light. They realize now that order is 
kept by the school, for the school, and not by the 
teacher for his own special profit and pleasure. It is 
simply teaching concretely what all have attempted to 
teach abstractly. To a greater or less degree there 
may be pupil control without machinery. Every good 
teacher works to that end, but in Montgomery the 
School City has given a great impetus to its accom- 
plishment. 

The swearing habit is effectually reached. A young 
Hebrew was brought before the court charged with 
swearing. Two witnesses testified to the fact; he 
finally admitted it. The attorney for the people, him- 
self a Jew, taking two steps forward and making an 
emphatic gesture with his hand, said, " And you, a 
Jew, one of God's chosen people, and take His name in 
vain ! You have been taught befer than that at 
German School. You have been taught, Tnou shalt 
not take the name of the Lord thy God in vain. 
What kind of a fellow are you, anyway ? " The effect 
of that speech upon us all was wonderful. No teacher 
ever wielded greater influence for good. Vulgarity is 
being eradicated. A large boy was disorderly in the 
hall. The officers on duty had spoken to him several 
time-; he resented it as a personal infringement upon 
his personal rights. One noon in attempting to fight 
the mayor, he used indecent language. One of my 
teachers who happened to overhear the trouble came 
back from dinner ready to return to the old method of 
discipline. I felt discouraged. I presume that people 



152 The Gill System of 

on the street called it a product of the School City 
idea. An ideal thing must work ideally. Using" the 
same argument, every church member would be and 
do just right. The Christian system is ideal, but the 
Christian people sometimes fail in doing right; no 
sensible man will use this as an argument against the 
system itself. Soon the justice and a policeman came. 
The}^ reported the behavior and language of the boy, 
asked for, and were granted permission to hold a special 
session of court. It seemed to them something which 
should be se tied at once. The offender was tried, 
found guilty and banished from the School City. 
Later the mother came. I explained to her the situa- 
tion. The mother was wise. Some mothers are. The 
boy returned to the School City after a few days and 
came before the judge a most humble penitent. He 
found it impossible to withstand public opinion. Every 
citizen in his ward, except one, said the court had 
done right in suspending him. This occurred some 
time ago. That boy has done well ever since. He 
always caused trouble. Now he causes none. Other 
boys who were very troublesome have reformed. I 
could cite several other similar cases. 

From what I have seen I am convinced that it is 
just and right and proper and our duty as school 
officers to give the children just as large a share as 
possible in their own governinent. Governments 
derive their just powers from the consent of the gov- 
erned and such governments wisely administered are 
powerful for the good of all the citizens, especially is 
this the case when the citizens are children, as we 
have proved beyond all question. 

[The children in this school range from 5 years to 
about 14. See an extract above from a letter from 
Mr. Drum concerning the primary children in the 
School City.— ^^5.1 



iiAR27iy06 



